The teaching objectives of the lecture 1 Believe in the Future;
Cultivate students' ability to appreciate contemporary poetry independently
Specific objectives:
1. Learn and understand the ideological content and artistic features of this poem.
2. Grasp the poet's thoughts and feelings and appreciate the charm of this poem.
3. Cultivate the ability to appreciate new poems.
Teaching methods:
Activity experience method
Pay attention to this question:
Let students participate in activities and experiences.
Teaching process design:
I. Knowledge links
1, author profile
Believe in the future is the representative work of the forefinger of a poet who never despairs.
The forefinger, formerly known as Guo Lusheng, was born in Yutai, Shandong Province, at 1948. He began to write poetry in the 1960s. His poems, especially his early works, were widely read by educated youth and urban youth, but his creative achievements were not recognized until the 1990s. He was a brilliant and accomplished poet, but he was almost buried.
But history is fair, and those really good poems of forefinger, like pearls, are more and more shining. Believe in the future, this is the trilogy of Love Life and the Ocean at 4: 08 Beijing time ... These poems written in the turbulent sixties and seventies are still so perfect and wonderful. In the poem, the forefinger stands in the strong wind, singing and shouting as a rebel and thinker. He is the spokesman of the conscience of the times and the sincere desire of citizens. As a singer, he let his poems roll between the city and the countryside like spring thunder, which almost touched and warmed a generation. It is such a great poet, but his fate is far less fortunate than that of ordinary people: in that turbulent era (1966- 1969), the poet's poetic sensitivity and conscience were overwhelmed by the sharp conflict with cruel reality, and his spirit was on the verge of collapse. 1972, when he was a soldier in the army, he was schizophrenic due to strong mental stimulation. Even in such an environment, the forefinger still lives and writes persistently.
The forefinger interprets four words for us with life: believe in the future.
2. Writing background:
This poem was written in 1968. The next year, Jiang Qing read this poem and said, "This is a gray poem. To believe in the future is to deny the present. "
Second, the topic introduction
Li Bai, a great poet in the Tang Dynasty, wrote an eternal masterpiece "Difficult to Walk" when his career was frustrated, his ideals were shattered and his life was the most difficult. Among them, two sentences reflect the author's ambition to believe in the future and swear to fight for his ideal: one day, I will ride the wind and waves and sail straight across the deep sea.
After a lapse of 1200 years, another talented poet wrote Believe in the Future with the same passion.
Third, the overall perception, clear context.
Requirements: Listen to the recording of the text and make clear the main meaning and structure of each paragraph.
Clarity: the basic structure of the text;
Section 65438 +0-2: Evil forces run rampant, our hopes are dashed, and the fruits are stolen and denounced the reality.
Section 3: In the face of difficulties, our faith is firmer and our pride is stronger to show our faith.
Section 4: I want to believe in the future. Some people can see history clearly, understand the truth and believe in the future.
Section 5: Facing the superficial trauma, move on and let others comment.
Section VI: I believe that history will give China a fair evaluation.
Section 7: Point the topic, summon, and work hard for the future.
Fourth, analyze and appreciate, and grasp the main idea.
(1) Thinking about language:
1. The use of poetic imagery:
Question: Read sections 1, 2, 5, 6 and 4 carefully to find the poetic images used by the author and understand the meanings expressed by these images.
Clear:
Spider webs-the lair of dark forces-a place full of hope
The smoke of ashes-the remaining hope-the beautiful snowflake-the spark of hope
Section 2: Purple grapes-fruits of hope-dewdrops in late autumn-tears of disappointment.
Flowers-Harvest Fruits
Dew-dried vines-no harvest, but new hope.
Section 4: carrion-the wound is superficial and the difficulty is temporary.
Section V: Backbone —— China Backbone that can save China's fate.
2. The usage of metaphor:
Question: Analyze the subtleties and meanings of the three sentences before the third festival.
Clear:
I want to use my fingers to stir the waves that rush to the horizon.
I want to hold the sun in my hand.
The warm and beautiful pen flickers with the dawn.
In the above three sentences, "finger" and "waves rushing to the horizon", "palm" and "sea holding the sun", "dawn" and "warm and beautiful pen" are synonyms. Compare the finger to the wave running to the horizon, the palm to the sea holding the sun, and the pen to the dawn, that is, the finger is the wave running to the horizon; Palm is the sea holding the sun; A beautiful pen is Dawn.
The whole paragraph means: I want to touch the pen with my fingers and write with my child's pen: Believe in the future.
(2) Forms of expression
Repetition is a major feature of this poem in expression.
Clarity: The first three paragraphs of this poem all express the author's unchangeable belief in the future in roughly the same language form, which enhances the appeal of the poem and highlights the theme of the poem.
Verb (abbreviation for verb) discusses communication and enjoys freely.
Attention: Actively guide students to master the basic methods of appreciating poetry: the language expression of poetry and understanding the content through form.
Sixth, organize reading aloud to deepen the experience.
On the basis of understanding the theme of poetry, guide students to read poetry and adopt various reading methods to further deepen their emotional experience. Deepen the understanding of the meaning of the text.
Seven, students doubt, communication between teachers and students
Organize students to ask questions and communicate with teachers and students, so as to strengthen the experience and understanding of this article.
Lecture Notes of Believe in the Future 21. Teaching Objectives
(1) Knowledge and ability: Understand this poem, draw positive energy and imitate excellent sections.
(2) Process and method: grasp emotions through reading aloud and improve writing ability through short-term imitation.
(C) Emotional attitudes and values: improve students' self-confidence and passion for struggle.
Second, the difficulties in teaching
(4) Teaching emphasis:
1, to stimulate students' self-confidence and passion for struggle
2. Cultivate students' writing ability through imitation.
(B) Teaching difficulties: to stimulate students' self-confidence and passion for struggle
Third, teaching methods.
Read aloud, questioning method.
Fourth, the length of teaching time.
40 minutes
Teaching process of verbs (abbreviation of verb)
(1) import
Teacher: There is such a person who is known as the first person in China's new poetry. He is the founder of misty poetry, and he is the soul of a generation of poetry. His poems have deeply influenced generation after generation. Who is this man? He is the index finger. Today we are going to learn to "believe in the future" with our forefinger. (blackboard writing-I believe ppt will display the first page at the same time in the future)
(2) Reading poems aloud
Teacher: First of all, let's enjoy the recitation videos of Zhu Jun and Yang Chen, and pay attention to the rhythm and stress. (ppt shows the second page)
After listening to the affectionate recitation of two famous artists, let's experience its feelings-free reading, and students will try to read in class in the future.
Student: Read.
Teacher: Which student tried to read aloud to everyone in the class?
Let's read it again together and show our grasp of poetry emotion by reading aloud.
Health: During the Cultural Revolution.
Teacher: The Cultural Revolution was an extraordinary period. What are the characteristics of this extraordinary period? We find out the key words in the first two sections.
Health: write to find (heartless, pitiful, disappointed, desolate)
Teacher: Yes, it is heartless, pitiful, disappointed and desolate. What is the lovelessness between what and what?
Life: between people
Teacher: What's the difference between poverty, disappointment and desolation?
Health: the poverty of life ...
Teacher: (ppt demonstration)
Faced with the ruthlessness between people, the poverty of life, the desolation of society and the disappointment of spirit, the poet roared out his own voice and shouted out the strongest voice of the times:
Health: Believe in the future.
Teacher: Yes, I believe in the future, and I firmly believe in the future. We strive to experience the cry of this era. Read the first three parts. When girls read Write: From the beginning, we read Believe in the Future together.
Health: reading ...
(3) Poetry appreciation
Teacher: Everyone cooperated well! Poets often use images to express their feelings. In the first three verses of the poem, what images are used by poets to express disappointment and hardship, and what images are used to express hope and good feelings? (ppt shows questions) Find two minutes by yourself. (blackboard writing-reward)
Student: Write to find it.
Teacher: communicate with each other in groups to see if the views are consistent.
Health: communication
Teacher: (ppt demonstration) What image is used to express difficulties and disappointment?
Health: ...
Teacher: (ppt demonstration) What is the feeling of having, having ... beauty and hope?
Health: ...
Teacher: (ppt demonstration) Besides choosing special images to express two different emotions, what rhetorical devices did the poet use to express his emotions in the first three sections? Which sentence appears many times in the first three verses?
Health: ...
Teacher: A sentence or phrase appears many times in the article. What kind of statement is this?
Health: ...
Teacher: (ppt demonstration) What is the expressive effect or function of repeated use?
Health: ...
Teacher: Besides "emphasizing and firmly believing in the future", we have repeatedly read "believing in the future" in the reading just now. What else have we experienced? (ppt demonstration)
Health: ...
Teacher: Besides repeating this rhetorical device, what kind of lyrical way is used in this poem? Let's read the last section together. "Friends, firmly believe in the future!" get up
Student: Read together.
Teacher: What kind of lyric way is used?
Health: ...
Teacher: There are two ways to express feelings, one is to express feelings directly or directly, and the other is …
Health: indirect lyricism.
Teacher: What is the expression effect of direct lyric? (Let the feelings be simple and real, shocking; It is also easier to grasp their emotions. ) (ppt demonstration)
Teacher: (Summary) In the face of difficulties, the poet is not afraid of self-service, but also undertakes what a great poet should undertake: to build the spiritual backbone of the nation, overcome the youth of death with himself, and earnestly call on people in distress to make unremitting efforts and firmly believe in the future. Did you hear his call? Read section 7 again. "Friends, firmly believe in the future!" get up
Student: Read.
class exercise
Teacher: China's backbone dares to face up to the hardships of life and the suffering of life. The national spirit inspired that generation and inspired us now. There is such a person around us. (ppt shows his deeds) Who is he?
Health: ...
Teacher: Yes, he is Liu Wei, the armless pianist who moved China's top ten figures in 20 12. The following are the acceptance speeches written by experts. Let's read it together. ...
Student: Read.
Teacher: What part of Believe in the Future does this article relate to?
Health: Sections 1 and 2.
Teacher: What's the connection?
Student: The format is the same.
Teacher: Yes, the form is similar. New wine in old bottles not only looks beautiful, but also tastes delicious. Experts can imitate when writing, can we?
Health: ...
Teacher: Now let's imitate the first sentence or the second sentence of the poem in 6 minutes, 1, and choose a person who is still standing up in difficulties to write a paragraph; According to your understanding of poetry, write two or three sentences on the horizontal line, imitating the underlined part below.
Facing the chaotic reality, he will be sad, but he still keeps childlike innocence; ———————; ——————; Even if you are desperate for the times, you should have confidence in yourself and the future! (ppt demonstration)
Student: Write.
Teacher: (6 minutes later) Evaluate each other in the group, recommend the best one and share it with you later.
Health: communication
Teacher: Which teams are ready?
Student: Please raise your hand and read aloud.
Teacher: Comments. ...
Teacher: Watching the students study hard, the teacher also wrote two paragraphs for everyone. Let's read it together.
Student: Read together.
Teacher: Go ahead and never give up; Believe in the future and love life. I hope everyone can do this.
"Believe in the future" lecture 3 I. Learning objectives:
(1) Read the text, appreciate the image of the poem and grasp the connotation of the whole poem;
(2) Master the methods and artistic skills of appreciating poetry;
(3) Enhance students' awareness of facing difficulties and loving life.
Second, learning difficulties:
(1) Grasp the connotation of poetry by appreciating its imagery;
(2) Learn the artistic skills of expressing emotion in this poem.
Third, the learning process
Module 1, situational reading
1, literary common sense
Please read the following materials to understand the author and background of this poem.
(1) Introduction to the author
Believe in the future is a masterpiece of forefinger, a poet who is not desperate.
The forefinger, formerly known as Guo Lusheng, was born in Yutai, Shandong Province, 1948, and began to write poems in the 1960s. His poems, especially his early works, were widely read by educated youth and urban youth, but his creative achievements were not recognized until the 1990s. He was a brilliant and accomplished poet, but he was almost buried.
He is the spokesman of the conscience of the times and the sincere desire of citizens. As a singer, he let his poems roll between the city and the countryside like spring thunder, which almost touched and warmed a generation. It is such a great poet, but his fate is far less fortunate than that of ordinary people: in that turbulent era (1966- 1969), the poet's poetic sensitivity and conscience were overwhelmed by the sharp conflict with cruel reality, and his spirit was always on the verge of collapse. 1972, when he was a soldier in the army, he suffered from schizophrenia due to strong mental stimulation. Since then, his index finger has fallen into a long-term illness. Even in such an environment, the forefinger still lives and writes persistently.
The forefinger interprets four words for us with life: believe in the future.
(2) Writing background
This poem was written in 1968. The next year, Jiang Qing read this poem and said, "This is a gloomy poem. To believe in the future is to deny the present. "
(3) Can students still collect some background about the author and poetry creation? If so, please extract it on the horizontal line below or extract it from the book.
2. Basic knowledge
Please mark the key words in the text and add some words below.
Gray () swaying () pen ()
Give () give () the spine ()
Module 2: General Cognition
1. Ask students to recite and taste poems repeatedly, try to figure out the thoughts and feelings of poems, and find the sound form that correctly expresses the feelings of works and their reading feelings in combination with their own reading feelings.
Note: Refer to the example of activity experience 4 on page 10 in the textbook.
Read and recite the whole poem or your favorite paragraph in an appropriate tone and rhythm.
2. Ask students to discuss the intonation and rhythm of reading aloud and explain their reasons.
"Believe in the Future" Lecture Notes 4 I. Teaching Objectives
Understand the author and writing background. Read aloud, look for images and taste artistic conception.
2. Through reading, grasp the image and experience the emotion of this poem.
3. Understand the author's patriotic feelings of loving the motherland and believing in the future in the face of cruel reality, and cultivate students' tenacious self-confidence and positive attitude towards life to overcome setbacks.
Second, the difficulties in teaching
1. Focus: try to figure out the language of poetry and appreciate the rich and implicit images of poetry.
2. Difficulties: Experience the deep feelings of poetry.
Third, teaching methods.
Read aloud, enjoy reading and discuss.
Fourth, the teaching process
(A) setting the situation to stimulate the introduction of interest
There is a poem written in 1968. The next year, Jiang Qing read this poem and said, "This is a gray poem." This poem is "Believe in the Future", written by forefinger, formerly known as Guo Lusheng. Then introduce the author to the students and explain the writing background of this poem.
(B) the preliminary reading of the text, the overall perception
1. Ask the students to read the poem in chorus, punctuate the poem, mark the stressed words and make clear the overall structure of the poem. From how I believe in the future to why I believe in the future, the poet finally appealed to people to believe in the future. This is the first step of overall perception, through your own reading experience.
2. The teacher plays the demonstration reading audio file, pays attention to the changes of the rhythm, tone and intonation of the reader, and realizes the poet's special feelings at that time.
(3) Read it again and have a deep understanding.
1. On the basis of grasping the emotion of poetry as a whole, I will start with the concrete images of poetry, let students discuss the use of images, encourage students to explore independently, and thus create a harmonious classroom learning atmosphere.
Specifically, it is clear:
In section 1, the images of cobwebs, stoves, residual smoke, ashes and beautiful snowflakes represent meaning, from which students can see desolation, poverty and hardship, and the poet has improved his belief in the future from hard life.
In the second section, middle school students should grasp the images of purple grapes, dewdrops in late autumn, flowers and vines, understand the process of life from fresh to dim, from enthusiasm to depression, from enrichment to exhaustion, and understand that poets have enhanced their faith in the future from the suffering of life.
2. Then ask the students to read the third part carefully. At this time, teachers should pay attention to reasonable sentence breaks when guiding students to read. Because different pronunciations have different understandings, and special attention is paid to the use of figurative rhetoric here. The teacher analyzed the relationship between waves, the sea and dawn, fingers, palms and dawn. Through concrete study, let students understand that this is the poet's heartfelt belief in the future.
3. In the next 4-6 reading, the teacher also asked students to understand why they should "believe in the future" from the grasp of the image, and to see people's deep-seated beliefs about the future from the images of carrion and spine. Section 4 From the perspective of "I" to "She", she is the future. From the perspective of the future, the present has become history, and history cannot be erased. The future will be fairly evaluated. Because of unyielding faith and the spirit of exploration, I am anxiously waiting for the evaluation.
4. Read aloud again to deepen the experience. After specific image analysis, students have a deeper grasp of the theme and emotion of this poem. Then I will ask a question, that is, what is the most obvious artistic feature of this poem. Students read this poem with questions, so that students can further deepen their emotional experience and truly feel the poet's tenacious self-confidence and positive attitude towards life. After reading aloud, students should obviously find that poetry uses repetitive techniques.
(4) Extended operation
Reading another poem "Love Life" through the index finger, I hope students can understand the poet's thoughts and feelings through comparative reading, and know that no matter how hard life is and how bumpy fate is, they should be full of confidence and believe in the future.
Five, the blackboard design
Believe in the future
forefinger
Describe reality and show faith.
Speak one's mind
Call out and believe in the future.
"Believe in the future" lecture notes 5 I. Teaching objectives:
1. Learn and understand the ideological content and artistic features of this poem.
2. Grasp the poet's thoughts and feelings and appreciate the charm of this poem.
3. Cultivate the ability to appreciate new poems.
Second, preview:
1, back pronunciation:
Ashes () snuggle () sway () cilia () pupils () emptiness and melancholy () contempt () spine () bones give () perseverance ()
2. Distinguish between sound and shape:
Swaying ()-pulling () pulling () hair-agility () giving () giving () a pupil () hole-opening () knocking () on the building () melancholy-thick () silk () not raining () seedlings-birds singing ()
Third, the overall perception, clear context.
Requirements: Make clear the main meaning and structure of each section.
Clarity: the basic structure of the text;
Section 1-2:
Section 3:
The fourth quarter:
Section 5:
Section 6:
Section 7:
Fourth, analyze and appreciate, and grasp the main idea.
(1) Thinking about language:
1. The use of poetic imagery:
Question: Read sections 1, 2, 5, 6 and 4 carefully to find the poetic images used by the author and understand the meanings expressed by these images.
Clear:
Section 1: cobwebs-stoves-
Smoke in the ashes-beautiful snowflakes-
Section 2: Purple Grapes-Dew in Late Autumn-
Flowers-dried vines-
Part four: carrion-
Part V: Spine-
2. The usage of metaphor:
Question: Analyze the subtleties and meanings of the three sentences before the third festival.
Clear:
I want to use my fingers to stir the waves that rush to the horizon.
I want to hold the sun in my hand.
The warm and beautiful pen flickers with the dawn.
(2) Forms of expression
What is a major feature of this poem in the form of expression and what is its function?