Teaching focuses on understanding the literary common sense about The Book of Songs, and combining the notes under the text to dredge the text.
Understand and master Chinese vocabulary in poetry.
teaching process
Our Chinese nation has a long history and splendid culture, especially in the vast ancient literature, our ancestors left a wealth of poems for future generations. The names of great poets such as Qu Yuan, Li Bai, Du Fu, Bai Juyi, Lu You and Li Qingzhao are almost household names, and many of their excellent poems are also widely known today. Thinking about the source of drinking water, when we chase its source along the river, we will see the shining starting point, that is, China's first collection of poems, The Book of Songs. Today, let's explore the infinite mystery in this source!
Second, understand the literary common sense about The Book of Songs.
(1) Guide students to read the tips and notes before the text, and design questions to help students master key knowledge as soon as possible:
1. Which historical period does The Book of Songs reflect life in China?
2. Since it is a poem, why was it later renamed The Book of Songs?
3. What style did The Book of Songs follow?
The teacher is very clear:
1. (omitted)
2. This is mainly because scholars in the Han Dynasty thought that The Book of Songs was written by Confucius, the founder of Confucianism, so they regarded it as a Confucian classic, so they called it The Book of Songs.
3. (omitted)
(2) Teacher's supplementary introduction:
The artistic techniques of Fu, Bi and Xing are widely used in The Book of Songs (this is explained in the exercises on page 30 of the textbook). The following focuses on explaining "Bi" and "Xing". In the old textbook of senior high school, I chose a poem "Storytelling", which is a very typical poem using the technique of "Bi Xing". The poet compared the slave owner to a big mouse. The poet uttered a cry, "At some point, there is no food for me." Three-year-old woman, I am willing to care about "angry complaints"; There is a saying in Cut Tan that the river is clear and blue, which can be used as "xing", that is, the author says that the water of the Yellow River is "false" and accuses the exploiters of being "true"; In addition, Guan Ju's first two poems are typical "Xing". The author says that "bird affection" is "human feelings"; Furthermore, the same is true of the opening two sentences in the poem "Peacock flies southeast" in Lesson 7 of this unit: "Peacock flies southeast and wanders five miles".
According to the above explanation, students do the second exercise after class after learning the poem Meng.
Third, guide students to read the preview tips and understand the basic contents of the three poems.
(in order to better dredge the text)
Thinking about the problem:
1. What are the contents of the three poems?
2. From the prompt text, which poem are you more interested in? Why?
Fourth, read the whole poem and dredge the text.
(1) Teachers demonstrate reading (or play recordings or multimedia courseware)
1. Students write down new words.
2. Experience the rhythm of reading poetry.
(2) Students read by themselves and master the meaning of the poem through annotations.
(3) Students orally translate three poems into modern Chinese (it can be done in groups, and every two or three groups are responsible for translating one poem).
Five tasks
1. Read three poems and master their contents.
2. Preview exercises after class 1 and exercise 2.
2. Excellent Chinese teaching plan for senior one.
Teaching objectives
Knowledge and skills
1, accumulate classical Chinese words and understand the main idea of the text.
2. Understand the formation, changes, strangeness and beauty of the mountain city.
3. Explore the scientific principle of mountain city formation, and cultivate students' imagination and oral expression ability.
Process and method
1, read through and cultivate a sense of classical Chinese.
2. Be familiar with the descriptive language in the text and cultivate students' ability to recreate their imagination.
3. Read repeatedly and summarize the content and level of the scenery with concise sentences.
4. Learn how to write landscapes in chronological order.
Emotional attitudes and values
Stimulate and cultivate the spirit of scientific inquiry.
Teaching focus
Give full play to your imagination, experience the magic of this natural phenomenon and reproduce it.
Teaching difficulties
Cultivate students' cooperative inquiry ability, imagination and oral expression ability.
teaching method
Read aloud (in many ways)
Discussion method
Situation setting method (make full use of courseware to create situations, play mirage pictures, and stimulate students' curiosity and thirst for knowledge; Conduct a word, word and sentence interpretation contest; Small reporters appreciate the wonders of the mountain city in the form of interviews. )
Teaching time
1 class hour
teaching process
I. Import
Show the picture of a mirage by multimedia, then let the students talk about what is the most magical in the picture and guide them in time. Is it possible for a city to appear in an instant in real life? Let's walk in
2. Overall feeling (check preview)
1. Students introduce the author and Strange Tales from a Lonely Studio, and the courseware shows materials to help reading.
2. Competition between teachers and students
① Take students to read aloud and other students to evaluate. (Pronunciation, pause, sentence break)
The teacher recites after the music, and the students experience pause, intonation and emotion.
Students express their opinions, and the teacher summarizes the requirements of reading aloud: accurate pronunciation, accurate rhythm, accurate sentence segmentation and emotional taste.
③ Select student representatives to compete with teachers, and students will comment and explain the reasons.
④ Collective reading with emotion.
3. Translation and Reading (Word, Word and Sentence Translation Competition)
Note: In the competition, the teacher put forward keywords, words and sentences.
It's been many years, and I haven't seen it. Surprisingly, the city is dusty and arrogant.
I still remember the fragments in the dangerous building.
Blue tiles fly over the high wall, Wan Li is calm and clear, and the sky is hazy and ethereal.
Surrounding the mountain is one of the eight scenic spots in this city.
A few days later, the high wall was towering for six or seven miles, which was really a battleground for military strategists.
Hundreds of millions of people own a building, a hall and a square.
The people upstairs are talking about bread crumbs, or screens or brackets, which are different. )
read
(1) Experience the "change" of the mountain city.
(1) Find the words that represent time. These days are very short, and it seems that the mountain products market is changing rapidly.
(2) With the passage of time, what kind of scene does the mountain products market present? Students are familiar with the descriptive terms in the text and describe them in their own words. )
(3) The whole process of mountain city changes is divided into several stages. Please be brief.
(2) Imagine the wonder of the mountain city.
Discuss the wonders of mountain city in groups. The students are all witnesses in the mountain city, and small reporters are sent to interview in groups.
Refer to the interview outline: What kind of scenery do you see?
Has it changed? How did it change?
Do you think these are beautiful? Where is the beauty?
The teacher talked with the young reporters by interview and summarized the wonders of the mountain city that the young reporters learned.
(3) Taste the beauty of the mountain city.
(1) Read a text collectively, and describe this part of the scenery with emotion, which * * * smells like wonders in the mountains. (Multimedia Display Picture Appreciation)
Teachers and students comment on the beauty of mountain scenery and explore which words and sentences are reflected.
(treble, blue tile, flying, high wall, straightforward, dark and ethereal)
Three. Discussion and research
Why did people call the mountain city a ghost market at that time? How is the mountain products market formed?
Students are free to think, discuss and express their personal views. Clear guidance: the ancients could not explain this phenomenon, so it was attributed to ghosts. In fact, our modern science can completely explain this phenomenon. Free to form discussion groups. Collect relevant information or stories, and discuss the scientific truth.
4. Classroom writing
Students appreciate the pictures of the fireworks scene, and then draw them in order with pens, grasp the characteristics and use beautiful language.
Verb (abbreviation of verb) job design
1. Describe the beautiful and magical mountain city to your parents in your own words.
2. Write to Mr. Pu Songling to explain the reasons for the formation of the mountain city.
3. Excellent Chinese teaching plan for senior one.
Knowledge and skills:
1. Learn about Hemingway's life and literary achievements.
2. Grasp the role of inner monologue in shaping the task image.
Process and method:
In the process of analyzing the plot, we can grasp the image of the tough guy Santiago, find out the inner monologues of the characters in the text, and further clarify their indomitable spirit and rich inner world. Teachers design questions to guide students to think and discuss, so as to grasp the knowledge points of the text.
Emotional attitudes and values:
Learn the indomitable spirit of the elderly.
Teaching emphasis: analyze stories, find out the inner monologues of characters, and grasp the image of "tough guy"
Teaching difficulty: mastering the role of inner monologue in characterization
Teaching methods: situational method, inspiration, inquiry and discussion.
Teaching preparation: multimedia courseware
Class schedule: 1 class hour
Teaching steps and processes:
(1) import
[Enjoy video import before class]
Students, what you just enjoyed was a wonderful segment of the familiar and favorite TV series "Bright Sword"-what is the spirit of "Bright Sword" discussed by Li Yunlong? Did the students feel good after listening to it? Is it awesome? A simple understanding of the spirit of "sword-wielding" is to dare to fight powerful enemies (opponents). No matter how powerful the opponent is, we should be full of courage and confidence, never give up, never give up, and dare to show our swords ... Today, let's learn Hemingway's The Old Man and the Sea, one of the world 100 literary works and one of the 30 iconic American literary works, and look at Santiago's. Please turn to the text. The title of the courseware is The Old Man and the Sea.
(2) Pre-class quiz (accumulating famous sayings and sentences in literary masterpieces) [Courseware display]
(3) Author introduction [courseware demonstration]
(D) Story Outline [Courseware Display]
Hemingway won the Nobel Prize in Literature for his novel The Old Man and the Sea. The material of this novel comes from the personal experience of an old Cuban fisherman. The story of this novel is very simple. The novel tells the story of Santiago, an old Cuban fisherman, who went through many vicissitudes and didn't catch a fish for 84 days. On the 85th day, he went out to sea alone. After three days and two nights of fighting at sea, he finally caught a marlin weighing 1500 kilograms. However, on the way home, Marin was eaten by a shark. This paper mainly extracts the scene of the old man fighting with the shark, which is the part near the end of the novel and the plot of the novel.
(5) Sort out the plot of the text
Because the novel excerpts are long, how many paragraphs does * * * have? Then I'll give you a hint first. You can go back to your home in Hong Kong according to the psychological activities after five fights with sharks and two fights, and divide the full text into eight parts. [Students find out from the text and make it clear after discussion and exchange] [Courseware display]
(6) Question asking:
1. Under what circumstances did the old man fight with sharks one after another?
Old and weak, exhausted, dizzy, and injured his right hand.
Left hand cramp, no food, no weapons, no help.
2. Why does the novel describe the ferocity of sharks?
Sharks: One by one, in droves, fierce and tenacious.
Contrast-the confrontation of power contrast
3. How many times did the old man fight with the shark? What was the result?
Kill mako sharks with a harpoon.
② Kill two star sharks with a knife.
Kill a plow shark with a knife
(4) repel two star sharks with short sticks.
⑤ Chop the shark with a short stick.
Every victory has to pay a heavy price, and in the end it is an irreparable failure.
4. How to understand the struggle between the old man and the shark?
Man and nature (symbol: unfortunate predicament)
Weak-strong (symbol: dare to challenge, never give in, never give up)
5. What do you think of the failure of Santiago?
This is a thrilling tragedy of the struggle between man and nature. The old man paid a heavy price for every victory and was finally irretrievably defeated. However, in another sense, he is a winner. Because he didn't give in to fate, he fought bravely with his courage, perseverance and wisdom no matter how hard the environment was. Although marlin didn't keep it, it defended "the dignity of human soul" and showed "how far one can go". He is a successful loser and a failed hero. Such a "tough guy" image. In the novel, the sea and sharks symbolize the power of society and nature to people, and the old people show unparalleled strength and courage in their desperate struggle without losing their dignity. Although he was defeated, he was not mentally defeated. It can be said that this image perfectly embodies the author's idea that you can destroy him as much as you can, but you can't beat him.
6. What kind of person is Santiago? (Character image analysis)
Tough guy image: lonely, unlucky, poor, old and weak, but he is optimistic, confident and tenacious.
Endure hunger, pain and poverty, do your best, persevere and persevere.
A tough guy who never gives in or gives up in the face of bad luck or even despair! )
A man is not born to be defeated ... you can destroy him, but you can't defeat him.
Santiago
7. What are the characteristics of the monologue in this article? What role does it play in the text?
In this paper, in addition to the description of the old fisherman Santiago's struggle with sharks, there are a lot of inner monologues of characters. They faithfully recorded Santiago's inner activities, wrote his mood at sea these days, and truly reproduced the old man's thoughts and feelings through free association. These inner monologues not only profoundly reveal the hero's inner pride, perseverance and loneliness in seeking help, but also shine with profound and rich philosophical brilliance, which enriches the novel's thoughts and constitutes an important feature of the novel. The tough guys in Hemingway's early novels are mostly "dumb cows", with few words and few thoughts, while Santiago, an old fisherman, is rich in inner world and extremely rational. He is a man who controls his actions with thoughts, so he has become one of the most successful characters portrayed in For Who the Bell Tolls. (Analysis from depicting characters and expressing the theme of the article)
4. Excellent Chinese teaching plan for senior one.
Academic goal
First, accumulate a certain amount of content words and function words in classical Chinese. Understand some common classical Chinese sentence patterns.
Second, experience the composition and reasoning techniques of the works; Instruct students to imitate and write intentionally.
Third, guide students to learn the analytical methods of things in the text, observe and think about problems.
Teaching arrangement
This lesson will be taught in three class hours:
The first class, dredge the meaning of the text;
The second class, analyzing works;
In the third class, guide reciting, strengthen students' understanding of the works, and finish the exercises after class.
Teaching assumption
Based on students' understanding of this history, it is less difficult to understand the text than the pre-Qin prose. It is planned to promote the dredging of texts by reading aloud, to promote the appreciation of works by reciting, and to stimulate students' interest in learning.
Teaching step
first kind
I. XX design
Students have probably heard of the idiom "the law of the jungle", which seems to be a law in nature, but in human society, this law is often broken. More than two thousand years ago, the national strength of the Qin Dynasty was still so arrogant, and a peasant war broke the dreams of generations of founders. What caused all this? Jia Yi, a statesman and writer in the Western Han Dynasty, expounded his views for us. Let's study the article on Qin together. Passing Qin means pointing out Qin's fault, so what is Qin's fault?
Two. Brief introduction of the author
Jia Yi was a politician and writer in the Western Han Dynasty. His prose has the style of a strategist in the Warring States period, and his prose tends to be dull, so he is known as the pioneer of Han Fu. His works include On Qin, Fu on Pengniao and Fu on Hanging Qu Yuan.
Third, read the text aloud and make clear the meaning of the text.
1. The teacher models the text, reminds students to pay attention to the reading rhythm, infers the meaning group according to the reading rhythm, and then understands the meaning of words and sentences.
2. Students read the text by themselves. Ask the students to put forward the words they don't understand paragraph by paragraph. Teachers guide students to guess the meaning of words and form keywords on the blackboard.
Students have been able to read the text on the basis of a preliminary understanding of the literal meaning of the work. By correcting the mistakes in students' reading rhythm, we can guide students to correctly understand the content of the work and check their understanding and mastery of words and sentences.
4. Instruct students to summarize key notional words, function words, generic words, flexible use of parts of speech and key classical Chinese sentence patterns in their notes.
Second lesson
I. XX design
Through the study of last class, we have been able to grasp the general idea of this article. Now let's sort out the author's writing ideas and analyze the layout characteristics of his works.
Second, the analysis article is well conceived.
Q: The title of the article is about Guo Qin. How many words in the article really blame Guo Qin? Why does the author arrange the content of the work like this?
Clear: Only the last sentence of the full text.
(The second question is difficult for students to answer, so students can be guided to think about the following questions:
Question: How many groups of strength comparisons did the author design in the paper? What is the result of the comparison?
Qing Dynasty: The strength of Qin State is better than that of Nine States, and Chen She is better than that of Nine States. Qin's strength is not greater than that of the nine countries combined, but Qin unified China, and its strength cannot be compared with that of the nine countries.
Question: Let the students recall the methods we talked about to learn modern Chinese reading, and clarify the thinking of this article. Reflections on the originality of the author's structural arrangement.
Clarity: the gradual prosperity and unification of the Qin Dynasty and the measures taken by China in politics, military affairs, ideology and culture to consolidate the regime.
Chen She Uprising's Analysis of Chen She's Strength: The reason of Qin's demise.
The strength of Qin Dynasty >: the strength of Qin State > the strength of any one of the nine countries > the strength of Chen She, but Chen She was not afraid of the strength of Qin Dynasty, and betrayed Qiang Qin, which led to the demise of Qin State. It can be seen that power cannot achieve the purpose of long-term stability. )
The first paragraph describes the rise of Qin, and the second paragraph describes the death of Qin. These two paragraphs occupy most of the space, but the author has not discussed them at all. But facts speak louder than words. After these two vivid descriptions, readers have a deep impression on the fleeting scene of Qin's prosperity, and the reason for Qin's demise is not caused by external factors, but by internal factors, but it is not clear. At this time, the author puts forward an argument, which naturally convinces the reader. Therefore, Jin Shengtan said: Guo Qin only said the last sentence of benevolence and righteousness, so he took it out of context. This shows that the article is well conceived.
Third, guide students to recite the text and understand the theme of the text.
It mainly focuses on the reading guidance of emotion, color tone and the overall rhythm of the text.
Fourth, guide students to freely understand the composition and reasoning skills at the beginning and end of the article.
Ask two enlightening questions and guide the students to discuss:
1. This article is an explanatory one, but it is more narrative than discussion. Is this an appropriate arrangement? What is the reason?
2. What writing skills did the author use when writing this article, which is worth learning?
(Hint: the choice of writing techniques, such as exaggeration, rendering, contrast, clever use of contrast, the use of parallel prose, and the characteristics of structural arrangement. )
The third category
First, practice the second question after class to guide reciting.
Instruct students to understand the relationship between the last three paragraphs on the basis of grasping the whole article, and then clarify the writing ideas of these three paragraphs for easy memory.
Pay attention to the characteristics of language and sentence patterns and recite them accurately.
Second, introduce Epang Gong Fu, and read it in contrast to strengthen students' understanding of this article.
The purpose of comparative reading is to taste the differences between the two texts in terms of words and sentences, and to better understand the characteristics of prose in the Western Han Dynasty.
Third, summarize the knowledge points of this lesson and complete the exercises after class.
Attachment: blackboard design
5. Excellent Chinese teaching plan for senior one.
First, the teaching objectives
Knowledge and skills
1. Master the related notional words, function words and different meanings in classical Chinese;
2. Learn the twists and turns of the article, thinking repeatedly and fascinating.
Process and method
1. On the basis of reading aloud, implement the words, dredge the article and get familiar with the content of the text.
2. Dialectically treat the ideal society that the author reposes in the article through discussion.
Emotional attitudes and values
Understand the dark reality of dissatisfaction expressed by the author by describing "Xanadu" and pursue the thoughts and feelings of an ideal society.
Second, the difficulties in teaching
Teaching focus
1. Master and accumulate some common words in classical Chinese, and understand different meanings in ancient and modern times.
2. Understand the narrative order and details of this article and appreciate the beautiful and refined language of this article.
3. Understand what kind of social ideal this article reflects.
Teaching difficulties
Understand what kind of social ideal this article reflects.
Third, teaching methods.
Read aloud, explore the discussion and set the situation.
Fourth, teaching methods.
PPT courseware and pictures
Teaching process of verbs (abbreviation of verb)
(A) the creation of situations, the introduction of new courses
Photo appreciation: Yunnan attractions: Wenshan Wenbi Pagoda, Qiubei Puzhehei, Funing Tuoniang River, Yanshan Yuxian Lake, Guangnan Babaotian, Xanadu and Malipo Laoshan.
During the Qin Dynasty, a group of people hid in an isolated place. From then on, this group of people lived here for generations until they were discovered by a fisherman at the end of the Eastern Jin Dynasty. This mysterious place that has been hidden for five or six hundred years is the Peach Blossom Garden. After enjoying these beautiful pictures, people are longing for them. Let's visit the Peach Blossom Garden again today.
(B) the preliminary reading of the text, the overall perception
1. Check the preview
Suddenly enlightened (hu) houses are like (y m 4 n) buildings and traffic (qi ā nm).
Huang Mao (tiáo) is going back to China (yāo), Liu Ziji (Jiì) and Yi Taishou (yì).
2 dredge words and phrases
Make a living by.
Edge: along.
Sandwich: Sandwich the two sides of the stream.
Miscellaneous: something else.
Delicious: bright and beautiful.
Different: surprised. Never:
Poverty: exhaustion.
Give it up, give it up.
Suddenly enlightened.
Cheerfulness: Cheerfulness.
Flat and spacious: flat and open.
Genus: class.
Note: All.
Believe in yourself: joy, contentment.
Salty: Both.
Asking: Asking for information.
Ancestor: Ancestor.
Wife: wife and children.
Yi people: fellow villagers.
Never come back: never go out from here again.
Yan: From here.
Interval: cut off contact.
Sigh: sigh, regret.
Y: please.
Tell (him).
Insufficient: not worth it.
Make a mark.
Yi: Visiting.
So: like this.
Send: Send.
My pleasure: my pleasure.
Delicious: ancient meaning: bright and beautiful
Meaning: (taste) fresh
Traffic: ancient meaning: staggered.
Modern meaning: transportation
Wife: ancient meaning: wife and children
Modern meaning: refers to the man's spouse.
Despair: ancient meaning: isolated place
Today's meaning: there is no way out.
No matter: ancient meaning: don't say, let alone say.
Modern meaning: regardless (conjunction)
Edge: ancient meaning: along
Meaning: cause, fate
Yan: Ancient meaning: Please.
Today's meaning: extension, extension
Tianjin: Ancient meaning: ferry, here interest refers to sightseeing.
Modern significance: oral liquid
3. Find out the sentences that are difficult to translate, discuss and answer, and cooperate to complete the full-text translation.
(C) intensive reading of the text, clear context
1. Read the annotated text silently and accurately grasp the narrative clues and story lines.
Clear: The article takes the whereabouts of the fishing father in Wuling as a clue, which can be repeated in the order of meeting the Peach Blossom Garden, visiting the Peach Blossom Garden and looking for the Peach Blossom Garden.
2. Summarize the impression of Peach Blossom Garden.
Where is the beauty of Peach Blossom Garden? Please say, "It's beautiful here. Look." Describe the sentence patterns for everyone. (Example: The house here is very beautiful. Look at those neat houses. )
3. Summary: The scenery of Taohuayuan is really beautiful: Taolin is beautiful; Land beauty; A beautiful house; Tian Chimei; Sang Zhu Mei; Beautiful buildings. The beauty lies in elegant environment, beautiful scenery, rich resources, tranquility and peace.
4. Where is the mystery of Peach Blossom Garden?
Mystery of Taolin: There are hundreds of steps on the shore, and there are no miscellaneous trees in it.
Cave mystery: It seems that if there is light, the shape is very strange.
People in the Woods are mysterious: I don't know there are Han people, regardless of Wei and Jin Dynasties.
Mysterious ending: no way out, no visits.
5. Where is the happiness of Peach Blossom Garden?
(1) Huang Mao: I am happy (peaceful and stable, well-fed)
② Male and female: farming (not fighting, living and working in peace and contentment)
(3) fisherman (side contrast): kill the chicken for food, and all produce wine and food (democracy and equality, simple folk customs).
Summary: The happiness of Taohuayuan is manifested in its peaceful and stable life, abundant food and clothing, democracy and equality, and simple folk customs.
Taste language and experience emotion.
1. Group cooperative learning, exploring the theme
(1) The beauty of Peach Blossom Garden lies in its beautiful scenery, simple folk customs, happy life, equality and freedom. But, please think about it-think about it, was there really such a beautiful place in the Eastern Jin Dynasty?
Some people say that Tao Yuanming's
2. Expand and deepen the classroom.
Students talk about their ideal life in connection with the current reality of life, so that students can feel the happiness of current life. Teachers can supplement the data that the world is not peaceful in time, so that students can realize that a peaceful and stable life is not only the wish of the working people in ancient China, but also the wish of the people all over the world, thus guiding students to cherish life and study hard to make our home more beautiful, prosperous and peaceful.
Sixth, summarize the homework.
Homework: Recite the full text.