Long Songs is a folk song of Yuefu in Han Dynasty. The main idea of the whole poem is: as soon as the sun comes out, the dew on the vegetables in the garden dries up; Warm spring brings benefits to everything and makes everything full of vitality, but we often worry about the arrival of autumn, because when it comes to autumn, flowers and plants wither and everything loses its vitality; All rivers flow eastward into the sea. When will they come back? It's no use crying and regretting when you are old if you don't study hard in your teens. The first four sentences show that the good times are short-lived, fleeting, and never return after the morning dew, the withering of flowers and plants, and the return of rivers to the sea. The last sentence is straightforward, exhorting people to cherish time, work hard as soon as possible, and don't wait until they are old to sigh.
The author of Seven Steps Poetry is Cao Zhi, a poet in the Three Kingdoms period. The main idea of the whole poem is: the beans are boiled in a pot, and the residue of the beans is filtered out, leaving the bean juice as soup; The beanstalk burns at the bottom of the pot, and the beans cry in the pot; Beans and beanstalks originally grew on the same root. How can beanstalk torture beans in such a hurry? The first two sentences describe the phenomenon of burning and boiling beans in daily life, while the last sentence focuses on expressing Cao Zhi's inner grief and indignation. He is obviously questioning Cao Pi: You and I are brothers, why are we so hard?
Chusai is the work of Wang Changling, a poet in the Tang Dynasty. "Going out of the fortress" means going to the border to defend the frontier. In the ancient poems describing military life, most of them indicate the border of the moon. The bright moon and the border pass have become two typical scenes in the life of soldiers guarding the border. The soldiers guarding the border probably have no time to miss home because of the busy military affairs during the day. In the silent night, facing the desolate mountains, they are lonely and sad. When they looked up and saw the bright moon thousands of miles away, they bowed their heads and missed their relatives in their hometown. The general idea of the whole poem is: this bright moon is the bright moon that frontier fortress soldiers looked up to in Qin and Han Dynasties, and this pass is the border pass guarded by frontier fortress soldiers in Qin and Han Dynasties. After a long journey, the soldiers stationed on the border have not returned to their hometown. As long as there is a general like Li Guang guarding the border, we won't let the Hu people's cavalry cross Yinshan to invade the south. The whole poem reflects the author's sympathy for the soldiers who have not returned for a long time, and also expresses the poet's good wishes, hoping that the court can be a good general, calm the border war as soon as possible, and make the country get peace and the people live a stable life.
Second, learning objectives
1. Learn three words.
2. Read the text correctly, fluently and emotionally. Recite the text and write "The Embankment" from memory.
3. Understand the theme of poetry and feel the poet's sincere feelings.
Third, teaching suggestions
1. Before learning a new lesson, students can be guided to hold a small poetry contest, recite some ancient poems they have read (including those read in and out of class), or create some situations to stimulate students' interest in learning this lesson.
Before teaching this lesson, students can recall the methods of learning ancient poems. On the basis of self-reading, with the help of the notes in the text, understand the general idea of the poem, and let the students correct their pronunciation in groups and talk about the meaning of the poem. After students have a basic understanding of the theme of poetry, guide them to form a picture in their minds when reading and tell the imaginary scene in their own words. Then through reading aloud, I can further understand the thoughts and feelings expressed in each poem, and try to express these feelings in reading aloud. Finally, organize students to recite and write from memory.
3. Guiding students to understand the thoughts and feelings expressed in poetry is the focus of this course, which can be carried out in several steps. First of all, guide students to understand what poetry says (that is, to understand poetry in general, rather than to analyze it word by word). For example, students only know that this poem is about "beans and beanstalk originally grew from one root. How can beanstalk suffer from beans in such a hurry?" Can they understand Cao Zhi's grief and indignation at the same root decoction? Secondly, we should guide students to grasp the key sentences in poetry. Long Songs and Seven-step Poems are all lyrical by borrowing things, and the description of things leads to the main meaning to be expressed. Therefore, we should grasp the key verses that express the main meaning, such as "Young people don't work hard, old people are sad" and "born from the same root, why rush?" To understand the author's thoughts and feelings. Thirdly, to guide students into the artistic conception described in the poem, such as Fortress, we can guide students to imagine what the soldiers who have left their homes and traveled long distances to defend the border might think when facing the bright moon, so as to understand the poet's sympathy for the soldiers defending the border and their yearning for peace. Fourth, guide students to read aloud with emotion, and strive to read aloud with emotion.
4. The first question of "Thinking and Practice" requires students to read the text, recite the text and write "things" by heart. The content and style of the three poems are different, so the emotional treatment when reading aloud should be different. The first two sentences of the first song can be happy and grateful. "Decline" is a description of the bleak scene and a sign of regret. Finally, I read in a sigh and exhortation tone, "Young people who don't work hard are sad." The second song, because of the special relationship between the poet and the object of condemnation, should be read euphemistically and deeply, with a reminder and exhortation tone in irony. The third read the solemn and stirring generosity. Read it several times on the basis of understanding the thoughts and feelings expressed in the poem, and then let the students practice reciting it. When you are dictating, you should pay attention to writing the words correctly and punctuation.
The second topic "Thinking and Practice" aims to guide students to understand the general idea of the poem on the basis of understanding some key words. Students can read poems repeatedly first, think about the meaning of some words in the context, and some can look them up in the dictionary; Then talk about the understanding of poetry. Students' understanding of the poem can only be justified, and there is no need to pursue a unified answer. Because in fact, many poems in ancient poetry can be understood from different angles.
The first sentence "cloth" listed in this question can be interpreted as "scattered everywhere" here; The whole sentence can be interpreted as: warm spring benefits everything and makes everything full of vitality. The second sentence, "ran", refers to burning, "weeping", refers to crying; The whole sentence can be interpreted as: the bean stalks are burned under the pot, and the beans are crying in the pot. The third sentence, "Guan", here refers to the border, "return" and go home. The whole sentence can be interpreted as: it is still the bright moon in the Qin and Han Dynasties or the border crossing in the Qin and Han Dynasties. Soldiers who came from distant hometowns to guard the border crossing cannot return home. The phrase "the moon is bright in Qin Dynasty, and the pass is in Han Dynasty" actually implies a meaning: since the Qin and Han Dynasties built the border pass to prevent Hu from going south, a batch of soldiers have been sent here to guard the frontier.
5. Pay attention to extracurricular expansion. In teaching, students should be encouraged to read after class and collect materials related to poems and poets. For example, collecting legends about seven-step poems, reading other frontier poems and poems to persuade students to learn, and broadening the space for students to learn Chinese.