Teaching objectives
1. Knowledge goal: guide and grasp the tone of poetry and read poetry with emotion.
2. Ability goal: to cultivate students' ability to appreciate poetry.
3. Emotional attitude and values: cultivate students' pursuit and yearning for beauty and create beauty in real life.
Teaching essentials
Key points: Understand the content of the poem on the basis of reading aloud, and experience the poet's feelings in the poem.
Difficulties: Exploring the theme of poetry.
Teaching assumption
Autonomy, cooperation and inquiry focus on letting students feel independently and find problems by themselves.
Teaching step
One class.
Introduce a new course
Land desertification, sandstorm, flood, water resources reduction and so on. At the same time, ignorant people are still cutting down at will. Students, what do you want to say to those who cut down at will? (Students are free to answer, left and right? Environmental protection? . )
New curriculum exploration
I. Introduction to the author
George? Perkins. Morris: American journalist, poet and playwright.
Second, word practice
With the help of reference books or related materials, complete the exercises in class and master the new words in the text.
Woodcutter (Qi? O) shelter (zhē b? ) towering (cān) heartstrings (xi? N) save
Shade: to hide.
(trees, etc) soar into the sky.
Heartstring: refers to the heart that is moved and sings.
Save: save.
Idle: Idle.
Third, read poetry aloud and feel the meaning of the text.
1. Fan Du Shi. Pay attention to the rhythm when reading aloud, and emphasize that the sentence rhythm of this poem is divided into meaning units and read aloud with emotion.
2. Extract students' initial impressions of this poem from what they read and summarize them.
Fourthly, analyze and appreciate poetry.
1. Analyze the structure of poetry
(1) Start with the topic, sincerely appeal and give your reasons.
(2) Continue the previous section and further explain why the woodcutter is not allowed to cut down trees.
(3) Remembering the wonderful time my family spent in the shade when I was a child, I begged the woodcutter not to cut down the tree.
(4) Tell your heart to the old oak tree and severely warn the woodcutter to stay away from that tree.
2. Analyze the content of poetry
Read the first part.
(1) Read the first sentence with emotion. Think about it. Why did the poet pronounce this sound? Woodcutter, don't cut down that tree? Shout?
Because the poet has deep feelings for the old oak tree.
(2) Please find out which sentences in the poem express the deep feelings between the poet and this old oak tree?
The students answered.
(3) What is this poem about?
Did you write it? Woodcutter, don't cut down that tree? And its reasons. Can you see it? Me? And then what? That tree? Intimate relationship.
(4) What role does the first verse play in the whole poem?
Start with the topic.
Read the second section.
(1) What is the reason for the second quarter?
? Its glory and fame/have spread all over the world? Great contribution; ? Its roots are firmly rooted in the soil? Firmly rooted; ? Is it a towering tree now? It's over.
(2) What is the poet's attitude towards the woodcutter at this time?
Asked emotionally.
Read the third section.
(1) Name what the students read aloud.
(2) What happened to the poet's attitude towards the woodcutter? Why?
Begging hard; Because there is a poet's beautiful childhood and a poet's beautiful memories here.
Summary: The poet has repeatedly asked the woodcutter not to cut down trees, which shows the poet's feelings for the old oak tree.
Read the fourth section. What is this poem about?
In this section, the poet first confides in the old oak tree, showing his deep feelings for the old oak tree, and then turns to the woodcutter. At this time, the poet's attitude changed. With the strengthening of feelings, the tone changed from the initial peaceful persuasion to the later sincere pleading, and then to the final severe warning. Woodcutter, leave that place? ,? Don't hurt it with your axe? .
3. Discuss the taste of poetry and experience the feelings (Exercise 2)
(1) Woodcutter, don't cut down that tree! Don't touch the branches!
Severely reprimanded? Woodcutter, don't cut down that tree! ? Don't touch his branches. Me? Pretend to be the protector of that tree and don't allow anyone to hurt or destroy it. I have deep feelings for the old oak tree. I don't want him to get hurt, even a branch.
(2) Forgive my stupid tears and let the old oak tree stay!
Who is the old oak tree? Me? A witness to the wonderful life of childhood, asking the old oak tree to stay and comfort him in an almost pleading tone? Me? Heart, to commemorate family life. ? Me? You can cry and beg regardless of your self-esteem, and you can see your deep feelings for the old oak tree. Men don't cry lightly, but they don't feel sad. In the eyes of others? Stupid? Tears, for poets, are true feelings from the heart.
Old friend, my heartstrings are tightly wrapped around you, just like your barking!
Call the old oak tree? Old friends? The poet has a close relationship with the old oak tree, always worrying about the safety of his old friends, and his feelings have reached the deepest level. Here is a very vivid and apt metaphor. Just like yours. Bark has something to do with you? No one can live without anyone.
Don't hurt it with your axe while I can still reach out to save it.
Say as long as? Me? If we are still alive, we must defend this tree to the death. Our determination to live with it shows the deep affection between the poet and the old oak tree.
4. Tell me why the poet has such deep feelings for this old oak tree. (Exercise 1)
Because this tree left me too many beautiful memories. It was planted by my ancestors and now it has grown into a towering tree. When I was a child, I often played in its shade, where my mother kissed me and my father stroked me. All the good memories are related to it. It is the witness of my childhood life, so I have deep feelings for this old oak tree.
5. What does this poem express the author's wish?
The poet hopes to arouse people's nostalgia for beautiful things and cherish nature.
6. Writing: (1) intuitive content (2) popular and fluent language.
Practice and Development of verb (abbreviation of verb)
1. Tell the truth: What do I do for greening? (Students speak extemporaneously).
2. Students summarize their learning experience in this class (review what new knowledge they have mastered in this class and what they have gained).
3. According to the content of the text, classify and accumulate the words you think are beautiful according to the type of behavior, quality and psychology. And ask students to choose five words from the after-class exercises and write a short essay of about 100 words.
summary
This article is a unique lyric poem. The poet expressed his memory of the past, his memory of his ancestors, his yearning for brotherhood and carefree childhood, and his deep affection for the old oak tree in deep language. The manuscript of "Don't let the woodcutter cut down the tree" for the eighth grade.
Teaching objectives
1. Knowledge goal: guide and grasp the tone of poetry and read poetry with emotion.
2. Ability goal: to cultivate students' ability to appreciate poetry.
3. Emotional attitude and values: cultivate students' pursuit and yearning for beauty and create beauty in real life.
Teaching essentials
Key points: Understand the content of the poem on the basis of reading aloud, and experience the poet's feelings in the poem.
Difficulties: Exploring the theme of poetry.
Teaching assumption
Autonomy, cooperation and inquiry focus on letting students feel independently and find problems by themselves.
Teaching step
One class.
Introduce a new course
Land desertification, sandstorm, flood, water resources reduction and so on. At the same time, ignorant people are still cutting down at will. Students, what do you want to say to those who cut down at will? (Students are free to answer, left and right? Environmental protection? . )
New curriculum exploration
I. Introduction to the author
George? Perkins. Morris: American journalist, poet and playwright.
Second, word practice
With the help of reference books or related materials, complete the exercises in class and master the new words in the text.
Woodcutter (Qi? O) shelter (zhē b? ) towering (cān) heartstrings (xi? N) save
Shade: to hide.
(trees, etc) soar into the sky.
Heartstring: refers to the heart that is moved and sings.
Save: save.
Idle: Idle.
Third, read poetry aloud and feel the meaning of the text.
1. Fan Du Shi. Pay attention to the rhythm when reading aloud, and emphasize that the sentence rhythm of this poem is divided into meaning units and read aloud with emotion.
2. Extract students' initial impressions of this poem from what they read and summarize them.
Fourthly, analyze and appreciate poetry.
1. Analyze the structure of poetry
(1) Start with the topic, sincerely appeal and give your reasons.
(2) Continue the previous section and further explain why the woodcutter is not allowed to cut down trees.
(3) Remembering the wonderful time my family spent in the shade when I was a child, I begged the woodcutter not to cut down the tree.
(4) Tell your heart to the old oak tree and severely warn the woodcutter to stay away from that tree.
2. Analyze the content of poetry
Read the first part.
(1) Read the first sentence with emotion. Think about it. Why did the poet pronounce this sound? Woodcutter, don't cut down that tree? Shout?
Because the poet has deep feelings for the old oak tree.
(2) Please find out which sentences in the poem express the deep feelings between the poet and this old oak tree?
The students answered.
(3) What is this poem about?
Did you write it? Woodcutter, don't cut down that tree? And its reasons. Can you see it? Me? And then what? That tree? Intimate relationship.
(4) What role does the first verse play in the whole poem?
Start with the topic.
Read the second section.
(1) What is the reason for the second quarter?
? Its glory and fame/have spread all over the world? Great contribution; ? Its roots are firmly rooted in the soil? Firmly rooted; ? Is it a towering tree now? It's over.
(2) What is the poet's attitude towards the woodcutter at this time?
Asked emotionally.
Read the third section.
(1) Name what the students read aloud.
(2) What happened to the poet's attitude towards the woodcutter? Why?
Begging hard; Because there is a poet's beautiful childhood and a poet's beautiful memories here.
Summary: The poet has repeatedly asked the woodcutter not to cut down trees, which shows the poet's feelings for the old oak tree.
Read the fourth section. What is this poem about?
In this section, the poet first confides in the old oak tree, showing his deep feelings for the old oak tree, and then turns to the woodcutter. At this time, the poet's attitude changed. With the strengthening of feelings, the tone changed from the initial peaceful persuasion to the later sincere pleading, and then to the final severe warning. Woodcutter, leave that place? ,? Don't hurt it with your axe? .
3. Discuss the taste of poetry and experience the feelings (Exercise 2)
(1) Woodcutter, don't cut down that tree! Don't touch the branches!
Severely reprimanded? Woodcutter, don't cut down that tree! ? Don't touch his branches. Me? Pretend to be the protector of that tree and don't allow anyone to hurt or destroy it. I have deep feelings for the old oak tree. I don't want him to get hurt, even a branch.
(2) Forgive my stupid tears and let the old oak tree stay!
Who is the old oak tree? Me? A witness to the wonderful life of childhood, asking the old oak tree to stay and comfort him in an almost pleading tone? Me? Heart, to commemorate family life. ? Me? You can cry and beg regardless of your self-esteem, and you can see your deep feelings for the old oak tree. Men don't cry lightly, but they don't feel sad. In the eyes of others? Stupid? Tears, for poets, are true feelings from the heart.
Old friend, my heartstrings are tightly wrapped around you, just like your barking!
Call the old oak tree? Old friends? The poet has a close relationship with the old oak tree, always worrying about the safety of his old friends, and his feelings have reached the deepest level. Here is a very vivid and apt metaphor. Just like your bark is connected with you? No one can live without anyone.
Don't hurt it with your axe while I can still reach out to save it.
Say as long as? Me? If we are still alive, we must defend this tree to the death. Our determination to live with it shows the deep affection between the poet and the old oak tree.
4. Tell me why the poet has such deep feelings for this old oak tree. (Exercise 1)
Because this tree left me too many beautiful memories. It was planted by my ancestors and now it has grown into a towering tree. When I was a child, I often played in its shade, where my mother kissed me and my father stroked me. All the good memories are related to it. It is the witness of my childhood life, so I have deep feelings for this old oak tree.
5. What does this poem express the author's wish?
The poet hopes to arouse people's nostalgia for beautiful things and cherish nature.
6. Writing: (1) intuitive content (2) popular and fluent language.
Practice and Development of verb (abbreviation of verb)
1. Tell the truth: What do I do for greening? (Students speak extemporaneously).
2. Students summarize their learning experience in this class (review what new knowledge they have mastered in this class and what they have gained).
3. According to the content of the text, classify and accumulate the words you think are beautiful according to the type of behavior, quality and psychology. And ask students to choose five words from the after-class exercises and write a short essay of about 100 words.
summary
This article is a unique lyric poem. The poet expressed his memory of the past, his memory of his ancestors, his yearning for brotherhood and carefree childhood, and his deep affection for the old oak tree in deep language.