Lingdingyang quality class teaching plan
Teaching objectives:
Knowledge and ability: read aloud repeatedly with the help of annotations, and grasp the poetry content and the author's emotion as a whole. (key)
Process and method: By tasting the language, we can experience the artistic beauty and emotional beauty (difficulties) of poetry.
Emotional attitude and values: experience the author's impassioned patriotic feelings and stimulate students' patriotic enthusiasm.
First, the introduction of new courses.
Students, there is a kind of literary spirit that makes people love almost distressed, which is poetry; There is an artistic spirit that fascinates countless literati, and that is ancient poetry. Today, let's study Wen Tianxiang's "Crossing Dingyang" and listen to his patriotism.
Second, the author introduces.
Teacher: Are you familiar with Wen Tianxiang? Who can introduce you? (Please introduce 1-2 students)
Transition: It seems that students have done enough preparation, which is a good habit. The teacher has also prepared some materials here. Let's have a look.
PPT shows that Crossing Zero and Ding Yang was written on 1279, which is the first month of the second year of Wen Tianxiang's capture by Yuan Army. Zhang Hongfan, commander-in-chief of the Yuan Army at that time, forced Wen Tianxiang to write a letter to make Zhang Shijie, the general who resisted at sea in the Song Dynasty, surrender. Wen Tianxiang resolutely refused and wrote this poem as an answer. This poem is written for the author to swear allegiance to the death, and it is a song of justice full of patriotic passion of the author.
Transition: Understanding these contents will help us to better understand this poem.
Thirdly, the interpretation content of translated poems.
Teacher: Think back, how do we usually learn poetry? -Pronunciation, rhythm, pause, dredge and theme
1. Read poems freely and solve pronunciation problems.
2. Please model reading all your life and pay attention to the rhythm.
3. Students read poems together
Teacher: Through reading aloud, I believe that students have a preliminary understanding of poetry, and then the teacher will teach you a new way to learn poetry. Step 1: Translate the content of the poem.
Teacher: Look at the first couplet: "Once efforts come, there will be fewer stars around." Which student can explain it word for word?
(explain it one by one in life. )
Teacher: The teacher asked another student to translate the first couplet. (Please translate for life)
Teacher: The next step is a bit difficult. The teacher asked the students to explain the contents of the first couplet in poetic language.
There are examples in the courseware. )
Looking back, I went through a lot of hardships when I entered the imperial examination in my early years, and I have been struggling with the Yuan Dynasty for four years now.
Teacher: Please combine the notes after class to translate the triptych, first dredge the poetry, and then explain the contents of the triptych in poetic language.
Students cooperated in translation, trying to explain the contents of the last three poems in poetic language. )
Default: 1, the country is in danger like catkins in a strong wind, and individuals are like duckweeds in a shower.
2. I'm afraid of the fiasco at the beach. Ling Dingyang was trapped in Yuan Lu, lamenting that I was lonely.
3. Who can live forever since ancient times? I want to leave a patriotic heart to reflect on history.
Teacher: What are the key points of the operation of "translating poems and explaining contents"?
Student summary, teacher induction courseware demonstration: 1. Interpretation and expansion. 2. Explain poetry. 3. Try to rhyme.
Reciting and expressing feelings
Transition: After translation and reading, we have a preliminary understanding of the content of the poem. Next, let's understand the emotion of poetry through the second step: chanting and expressing feelings.
1, Teacher: Read the first couplet together and think: What two things did the first couplet write?
Qing: I wrote two things: the author entered the imperial examination and the country rose up against Yuan.
Teacher: Which two words in the first couplet describe the author's feelings about these two things?
Clear: "hard" and "sparse".
Teacher: Why does the author feel this way?
Presupposition: The author worked hard, but did not change the fate of the Southern Song Dynasty. (the ideal of the ancients: saving the world; Self-cultivation and governing the country)
Summary: Yes, Wen Tianxiang did its best to support Yuan after the war, but the country was in danger and fell into the enemy. Thinking of this, the author can't help but feel sad!
Teacher: Knowing this, how should we read the first couplet again? -Sadness (let a boy read aloud)
2. The teacher has an emotional lover who reads couplets.
Teacher: Which image does Zhuan Xu use to express his feelings?
Qing: Catkin and Duckweed.
Teacher: What is catkin? Why do poets say mountains and rivers are broken like catkins?
Preset: white fluff like cotton wool on catkin seeds floats in the air and floats away with the wind. Because the land was ravaged by the Yuan army and the mountains and rivers were broken, the Southern Song Dynasty was about to fall, just like catkins in the wind, which was irreparable.
Teacher: There is a poem that says, "Drifting duckweed has no roots". Why does Wen Tianxiang compare himself to a floating duckweed?
Default: Because after Wen Tianxiang was captured, he was like a rootless duckweed, unable to dominate his own direction.
Abstract: After Wen Tianxiang rose up against Yuan, he was repeatedly defeated and fought, once detained, twice captured and attempted suicide several times. Now all his soldiers are dead, his relatives have been captured by the Yuan Army, and he is alone and trapped in the enemy. Not like duckweed beaten by wind and rain, without support!
Teacher: These two sentences describe the national conditions and life experiences in a figurative way. What kind of feelings do they express?
Qing dynasty: the mourning of the country's destruction.
Teacher: What kind of tone and intonation can be used to read this emotion?
Clarity: low tone and slow speech. (Please read aloud by 1-2 students)
The teacher asked the students to read the necklace. )
Teacher: There are two place names on the necklace. What are they?
Safety: fear beach, zero ocean.
Teacher: What did the poet experience in Fear Beach and Lingdingyang?
Clear: retreat from the beach of fear after failure. Escort to Lingdingyang.
Teacher: Do the words "fear" and "odd ding" in Talking about Fear and Tanqiding also refer to place names? What does that mean?
Default: "Say fear" means that you are worried about difficult times. "Sigh for Tintin" is a poet lamenting his unfortunate defeat, being captured alone and floating in Tintin's ocean, feeling lonely.
Summary: In these two sentences, past experience and today's experience are intertwined. Looking back at the original "fear", we can also look at today's "zero ding", and all this is caused by the country's peril. It's hard to describe the poet's loyalty to the country, but seeing great rivers and mountains fall into the enemy.
Teacher: Please read aloud and read out this "grief"! The teacher asked a student to read it. )
4. Teacher: Although the fate of the country is irreversible, facing the persecution of the enemy, Wen Tianxiang would rather die than surrender and declared his determination to die. Students, let's read couplets together! Teachers and students read couplets together. )
Teacher: What spirit did you read from the couplets?
Presupposition: the spirit of swearing to serve the country, the bloody spirit of dying and not turning back.
(The teacher writes on the blackboard: patriotism, national integrity. )
Teacher: This is the author's passionate and generous swan song. What intonation should he read?
Clarity: from grief to passion, from depression to loudness. (The students read the couplet together again. )
Teacher: The teacher asked a classmate to read the poet's lofty patriotic feelings. I have read it all my life, and the audience applauded. )
Summary: People die naturally and die to save the motherland. A patriotic heart will go down in history forever! These two impassioned poems have inspired countless people with lofty ideals to join the just cause! The whole poem also became a masterpiece because of the ending of these two sentences, and it will never be sung again.
Teacher: How to use "chanting to express feelings"? We need to do the following.
(Courseware display. )
1. Deeply understand the work. 2. Brew emotions. 3. Grasp the rhythm.
Teacher: According to our understanding of the work and the reading tips just now, we can recite this poem freely! (self-reading)
Teacher: Let's listen to the tape and read aloud, and pay attention to the patriotic melody of the poet. (Play the recorded reading. )
Deep appreciation of verb (verb's abbreviation) comment
Transition: This poem is not only enthusiastic and patriotic, but also has a strong artistic appeal. Let's enjoy it with comments.
Teacher: "Deep appreciation with comments" means writing poems for appreciation. Please read Appreciation of Poetry ... Night has now given way to sunshine and the ocean of sunshine, and the old year has melted into new things.
(Courseware display. )
Appreciation of Poetry ... Night now gives way to the ocean of the sun, and the old year melts in freshness ";
① When describing scenery and festivals, there is a natural interest in alternating time series.
(2) the performance of time in a hurry, time flies, wandering in a foreign country and suddenly homesick.
③ Taking "the sun" and "spring" as symbols of new and beautiful things shows the author's optimistic, positive and uplifting thoughts and feelings.
(4) "Life" and "Entry" are anthropomorphic and interesting.
Teacher: Look through it and think about it. From what angles are these poems appreciated?
Students answer the teacher's knot: appreciation of writing poems can be written from the following angles.
(Courseware display. ) 1. Poetic analysis. 2. Word flavor. 3. Emotional experience. 4. Rhetoric.
Teacher: Now please write a poem and enjoy it from any angle.
The default value is 1: the first link. With only 14 words, the main experiences of the author's life are written, and the language is concise and summarized.
2. Zhuan Xu, using figurative rhetoric, writes about national conditions and life experiences, which is vivid and artistic.
3. Neck tie, which implies the poet's difficult situation with sinister terrain, shows the fear of the present and the past, and uses troops neatly.
4. Tail couplet shows the poet's national integrity and life-and-death view based on life, which is shocking and earth-shattering.
Sixth, lyrical.
Teacher: The poem Crossing Ding Yang is a magnificent song of life written by Wen Tianxiang with blood and life. So, it infected countless readers, including me! Please see how the teacher expresses his feelings with lyricism.
(Courseware display. )
Reading "Fear on the Beach", I read your sadness and sigh for the motherland; Reading Sigh in the Ocean, I read your helplessness and loneliness. There are many ways to be patriotic, and dying for the country is the best interpretation of national integrity!
Teacher: Please have a look. How do teachers express their feelings with lyricism?
(Courseware display. )
1. Quote the classics. 2. Express emotions in the second person. 3. Express your personal feelings clearly.
Teacher: Please express your feelings after reading this poem with sincere feelings.
Presupposition: Read "Who has never lived or died since ancient times, and keep the heart of Dan in the history", and read your great spirit and national integrity that life is worse than death.
Reading "Mountains and rivers are broken and the wind blows, life experiences ups and downs, and the rain is flat", I read out your bumpy life experience and your patriotic spirit of breathing with the motherland and destiny. You deserve to be a national hero!
Teacher: Students, this is the shocking power of this poem. Let's take stock of the gains of this lesson!
In this lesson, we learned a new way to learn poetry.
(Courseware display. )
Summary of learning methods: Recite and express the explanation content of translated poems, and deeply understand the feelings of lyric expression.
Teacher: Emotionally, we are influenced by Wen Tianxiang's patriotic sentiment. Throughout the long river of history, heroes come forth in large numbers. Do you know any other heroes in China's history who "keep a pure heart and shine in history"? What other poems do you know, such as "Who has never died since ancient times, leaving a heart to shine in history"? Please collect after class.
Teacher: Students, let's recall the classics together, chant along with the reading tape, and end today's lesson.
Wen Tianxiang (1236—— 1283) was born in Luling, Jizhou. Song Lizong Bao is the first scholar in four years. He has served as the governor of Hunan and the governor of Ganzhou. In the first year of Deyou in Song Gongdi, the Yuan army crossed the river. He is organizing anti-Yuan armed forces and ordering 10,000 soldiers to enter Lin 'an. The following year, Ren You, the prime minister and a Tang Dynasty envoy, sent an envoy to the Yuan Army to make peace and report the leader of the enemy, and was detained in Zhenjiang. After getting out of danger, he went to Fujian to recruit soldiers, entered Jiangxi and recovered many counties. Later defeated by Yuan Zhongbing, he was captured in Wupoling. The following year, he resolutely refused to lure Zhang Hongfan, and made "Crossing the Zero Ocean" to show his ambition. Later, he was sent to Dadu (now Beijing) and imprisoned for four years. Under repeated threats and inducements, he never turned his back and was unmoved. After that, he died peacefully in the food market.
This link is convenient for students to understand poetry and themes. )
The rhythm is as follows:
Efforts/encounters/once, fighting/loneliness/surrounded by stars.
Mountains and rivers/broken/gone with the wind, life experience/ups and downs/rain.
Fear on the beach/fear, in a small ocean/sigh.
Life since ancient times/people never die, keep the heart of Dan/shine on history.