Student: Du Fu
Teacher: What is the basis?
Health: Du Fu's poems are called "the history of poetry" and Du Fu is called "the sage of poetry".
Teacher: "Li Shu" really means "ordinary people". Du Fu's poems profoundly reflect the social reality and are called "the history of poetry". He is also known as the "poet saint", especially in the seven laws, Du Fu has made the greatest contribution and is known as the "master of seven laws". In this lesson, we are going to learn one of Du Fu's most famous seven laws-climbing high. Please read this poem collectively first.
(Students read together, reading with great momentum)
Teacher: The students read with great momentum, but the rich emotions in this poem have not been read yet. Someone once commented that "this poem was created by Du Fu with his whole life's blood and tears, which is depressing and sad to read". Do you want to see this sad feeling?
Student: Yes (the students are very excited)
Teacher: If you want to read a poem well, you must first understand its poetry. Let's ask the students to communicate. In the process of reading this poem, there are still some puzzles and discoveries about the understanding of those words.
(Students are free to ask questions)
Health 1: How to understand "Zhu Qing Sha Bai"?
Health 2: Why does the poet say that he has been ill for more than a hundred years?
Student 3: How to understand the "turbid wine glass"?
……
Teacher: Please think about these questions and discuss them.
The students thought and discussed for about five minutes, which was very enthusiastic.
Teacher: Let the students share your understanding of these problems.
(Students take the initiative to answer)
Health 1: I answered, why did the poet say that he was ill for more than one hundred years? "Hundred years" means old age, and the poet means old and sick.
Teacher: Your understanding of the century is correct, but why don't poets just say "old age"?
Health 2: Because poetry pays attention to antithesis, there is "I came from three thousand miles away.". In the previous sentence, the poet wrote it to confront Wan Li.
Teacher: You speak very well. I hope everyone can be as comprehensive as this classmate in the future. Who else will answer other questions for you?
S3: I answered. ...
(This process fully arouses students' interest in independent cooperation and inquiry. Teachers only need to prompt students to answer in time, but teachers should put forward some requirements for the comprehensiveness and profundity of students' thinking and standardize the language for students to answer questions. )
Teacher: It seems that the students have understood the poetry of this poem, so which student can tell me the main content of this poem in general language?
Health: This poem, written in Du Fu's first two couplets, expresses his grief and sadness caused by his poor health and long-term wandering by describing the bleak scene he saw and heard when climbing the mountain.
Teacher: That's good. Now that the students have understood the poem, let's read it again and see how it works. Which student should read this poem?
(Students stand up enthusiastically)
Teacher: You should read your understanding of poetry.
The students are very devoted to reading, but they are not very touching because they don't grasp Du Fu's emotions in place. )
Teacher: Your voice is very penetrating. I already feel autumn, but my feelings are not rich enough. Do you want to read better?
Health: Yes.
Teacher: In order to read a poem well, it is not enough to understand its superficial meaning. We must also observe emotions deeply. Let's observe the mood. Just let the students put forward their own confusion. Ask the students to answer some difficult questions of the teacher. My first doubt is: in the sentence "The ape whimpers in the high wind in the sky", why use "small" instead of "crow" to write "the ape"?
(Students think)
Health 1: The reason why "Xiao" is used is to express the sadness of "ape" crying, but "crow" can't achieve this effect.
Teacher: The ancients said "the cuckoo bleeds and the ape whimpers", but "crow" can also express sadness.
Health 2: Although both "small" and "crow" can express sadness, it seems that "small" and "crow" are not exactly the same as "sadness".
Teacher: So what kind of "sadness" is Xiao?
(Students are at a loss)
Teacher: You can think about the poem Xiao that you have read before. Yue Fei said in "boundless hone red":
Health: (noisily) "Angry hair rushes to the crown, leans against the railing and rests in the rain. Looking up, screaming at the sky, strong and fierce. "
Teacher: Good. What do people in Xiao say besides "sadness"?
Health 1: anger.
Health 2: Strong.
Teacher: Yes, "Xiao" means "there is strength in mourning and anger in mourning". Now that I understand this emotion, which student will read the first couplet again?
(The students took the initiative to look at it, and they were indignant.)
Teacher: From your reading, we heard the feelings of grief and indignation. Can you tell us why you read like this?
Health: I think the word "Xiao" should be stressed and the aftertaste should be as long as possible before I can read this kind of grief and indignation.
Teacher: Well said, obviously, because you have a deep understanding of a word, you may have a brand-new emotional grasp of this poem. In the future, when students observe the emotion of this poem, they must start with the words.
(if students realize)
Teacher: Let's ask the students to answer the teacher's second puzzle: Emotion comes from scenery. The poet wrote six scenes in the first couplet, showing loneliness and grief, while the second couplet has only two scenes. Is this a little weak in expressing emotions?
(Students think)
Health 1: Although the poet only wrote two scenes of "fallen trees" and "the Yangtze River", the poet said "the fallen trees are endless" and "the Yangtze River is endless". Thus, although there are not many kinds of scenery written by the second couplet, there are quite a few.
Health 2: The second couplet "Leaves fall like the spray of a waterfall" not only wrote endless leaves, but also wrote the sound of leaves. "And I see the long river always rolling forward" not only describes the endless rivers, but also describes the momentum of the Yangtze River, which is very useful for emotional expression.
Teacher: So do you think the realm of poetry is bigger or smaller than the first couplet?
Health: I think it's getting bigger.
Teacher: Why?
Health: The poet saw the endless leaves and thought of the endless Yangtze River. Both time and space are much bigger than the first couplet.
Teacher: In that case, can you read this great realm to everyone?
Health: Yes.
(Students read with emotion)
Teacher: Please tell me: What kind of feelings does the poet want to express in these two poems?
(Students are at a loss)
Teacher: You can think about it. If you were Du Fu, what would you think of in the face of such a scene?
Health 1: I am old.
Health 2: Life is really short.
Health 3: I lament that I have accomplished nothing and can't serve my country.
Teacher: Besides grief and indignation, there seems to be a sigh in this poem! Can that classmate understand this lamentation?
A student volunteered and devoted himself to reading, but he didn't read his lament completely.
Teacher: How can I read the feeling of lamentation? Who will read it again?
(Students take the initiative to read and read well)
Teacher: This couplet should be read in an open and inclusive way, and read the words "endless fallen trees" and "endless Yangtze River" in one breath; If you want to read the feeling of elegy again, you should read the aftertaste of "rustling down" and "rolling in"
(The teacher demonstrates reading and the students applaud)
Teacher: Let's ask the students to answer the teacher's' third puzzle': Some people say, "The first two couplets of this poem are about climbing mountains to see the scenery, while the last two couplets only lament their own destiny, and the realm is not as open as the previous poem, so the realm of this poem is inconsistent." What do you think of this view?
(Students are at a loss)
Teacher: (Inspiration) Writing landscapes is often to express feelings, but it should be accompanied by great feelings. Are the last four sentences of the poet lamenting personal fate and expressing personal sadness?
Health: Yes, I wrote about myself.
Teacher: Why did the poet do this? Please answer in the language of the poem.
Health: It is because of "bitterness and bitterness".
Teacher: Why are poets "difficult" and "bitter"?
Life: Things are hard, and "bitterness and hatred" have gone through hardships, but the temples are gray, but nothing has been achieved.
Teacher: Well said, it can be seen that Du Fu is not only worried about individuals, but also about the luck of the country and the whole world. The poet buried the whole world in his chest. How rich and profound his thoughts and feelings are! So, has the grand realm of 342 Lian been restored?
Health: No.
Teacher: Later generations called Du Fu's poems "gloomy" because of his broad realm, sad tone and rich feelings. So, how can we understand this depressed feeling? Read it for yourselves and see how you interpret this emotion.
(Students read aloud freely)
Teacher: Please ask a classmate to read it to us.
(Students take the initiative to read, reading deeply and powerfully)
Teacher: Can you tell me why you read like this?
Health: the words "sadness" and "often" should be stressed; The words "illness" and "independence" should be stressed, so as to aggravate the bitterness.
Teacher: You speak very well. It seems that if you want to understand emotions, you must deal with them when you reread them. But I don't think you read the last couplet very well. Do the students agree with me?
Health: I agree.
Teacher: Who will read the couplets again?
(Students read)
Teacher: Can you tell me why you read like this?
Health: The word "bitter" should be stressed.
Teacher: What about "heartache and fatigue are a thick layer of dust in my wine"?
(Students are a little at a loss)
Teacher: Why do poets climb mountains?
Health 1: For homesickness.
Health 2: To relieve depression.
Teacher: Did the poet dispel his melancholy?
Health: No.
Teacher: Not only did the poet not eliminate his worries, but he added more new ones. How to disperse them, don't you think
Health: drinking.
Teacher: But did the poet drink?
Health: No.
Teacher: Why did the poet gently put down the glass when it reached his lips?
Health: It shows that the poet is preoccupied.
Teacher: Yes, poets can't stop! So when we read the last sentence, we should read the sad throat. Please read the last sentence again.
(Students read)
(The teacher demonstrates reading and the students applaud)
Teacher: Now, please read the whole poem.
(Students read)
Teacher: Sadness, anger and sadness make people feel sad; Sad for autumn, sad for myself, sad for the country, it is deeply sad. Do the students want to understand the charm of this poem more deeply?
Health: Yes.
Teacher: If we can integrate ourselves into the artistic conception of poetry, we will read better. Deeply moved by this poem's reputation as the first and seventh law in the world, the teacher changed it into a five-rhythm poem. Please see: "the sky is high, the apes are sad, and the birds are anxious to fly home." The trees are endless, and the Yangtze River is endless. Wanli, a sad autumn guest, went on stage alone. I am down and out, I don't drink, I hate the cold and frost. " Everyone said, which do you like better, the teacher's five laws and Du Fu's climbing? Why?
Health: I am Fu's poem. I think the teacher's poems are too simple and have no lasting appeal.
Teacher: Why? There is not much difference between my poem and going up the mountain. Why is there no charm?
Health: Compared with Du Fu's seven laws, the teacher's five laws lack the words "rustling" and "rolling", and the image in the poem is not vivid.
Teacher: That's right. The teacher's five laws lack situational words, which makes readers lose the feeling of being there, and makes us always feel that the poet is outside the poem. Thus, reading this poem, you can't read only autumn scenery, or read only the autumn mood, but also Du Fu in the scene and Du Fu in the artistic conception. Now let's close our eyes gently and cross the tunnel of history to 1200 years ago. Let's listen to Du Fu's heavy sigh quietly.
When the music starts, the students close their eyes.
Teacher: (telling with deep affection) It was an era of frequent wars. On a bleak autumn day, an old man with gray temples stood alone on the bank of the Yangtze River, facing the ruthless river, and from time to time there was the shrill cry of an ape. He is Du Fu. At this time, we are Du Fu, living in a foreign country, sick and alone.
After a short pause, the teacher read the whole poem and the students were very moved. )
Teacher: At this moment, our mood is very sad. Students, let's all stand up and recite this poem affectionately to express our infinite memory of Du Fu!
All the students stand up and the teachers and students recite together. )
(Music begins)
Teacher: "Walking in the sad corner of that history, a harsh whistle blew away the dust of memory, and a bird with a low voice, an autumn leaf, stared at me. If you can pursue it, let the distant yearning, heavy pain and rhythmic rhythm that have crossed thousands of generations turn into this quaint wind. Let me drift on that high platform and chew quietly-you are like frost! "
(bell rings)
Teacher: Class is over. Goodbye!