A leaf of Sophora japonica was written in 1954. At that time, Ji Xian, a poet, had left the mainland for six years, and his homesickness was increasing day by day, so he borrowed a locust leaf to express his homesickness.
Teaching objectives:
1, the emotion and theme of poetry.
2. Appreciation of poetic language and artistic skills.
3. Cultivate students' patriotic enthusiasm and set up the lofty ideal of studying hard for the great rejuvenation of the Chinese nation.
Teaching emphases and difficulties
Key points:
1, the emotion and theme of poetry.
2. The language charm of poetry.
Difficulties:
Poetry reading and appreciation
Class arrangement:
One class hour
Teaching philosophy:
Classroom teaching is divided into three parts, which are organized in series with text reading as the clue.
The first part: Introduce the text, stimulate the emotion, and introduce the author and background. (5-6 minutes)
The second part: through repeated reading, taste the language and emotion of poetry and understand the structural characteristics of poetry. (about 25-30 minutes)
Part III: Expand and appreciate the information about "homesickness". (5 minutes)
Part four: Emotional infiltration and homework consolidation. (5 minutes)
Teaching content and steps:
First, create situations to guide people to learn new lessons.
Students, when you leave home for three or five days, or ten and a half months, will you miss home?
Cut into the theme through conversation, stimulate emotions and narrow the distance between teachers and students.
Second, the overall perception of poetry
1, students are free to read the text, and they are required to read it twice, pronounce it correctly and pause.
2. Let students read the text with emotion.
Question 1. Students, can you tell me your first feeling after reading this poem-what kind of poem is it? (or what kind of picture do you think of? )
Question 2. What is your basis?
3. Show the courseware and introduce the author and background.
Third, taste poetry emotion.
1, read it together.
Teacher: The students read really well. Now, please listen carefully and read aloud, and feel the emotional tone and rhythm of this poem.
2. Play the reading recording.
3. Analyze poetry and experience poetry emotion.
Teacher: Judging from the recording, what should be the emotional tone of this poem?
Qing: affectionate and soothing, with a little sadness.
Teacher: What images does poetry express feelings through?
Clear: A leaf of Sophora japonica.
Teacher: Then what is this locust leaf? How does this poem describe the author?
Clear and clear: The rarest, most precious, saddest, most tearful, thinnest, driest and lightest grayish yellow in the world is forgotten where it was found, sandwiched in the collection of ancient poems and stained with the soil of the old country.
Division; What do you think of after reading these descriptions?
Ask students to discuss and answer.
Qingming: the poet's complex state of mind, leaves and stories behind them bear the deep affection for the old country.
Teacher: So, how does the author express his feelings through a leaf of Sophora japonica?
Ask students to discuss and answer.
The teacher can enlighten and clarify (what he saw and then thought of) appropriately: he is associated with what he saw, so as to express his feelings through things.
Teacher: Of all the poems, which one do you think best expresses the author's feelings?
Which poem or sentence do you like or appreciate best?
Teacher: Why?
Teacher: Can you read us your own experience? After reading aloud, let the students comment and reread appropriately. )
The above links allow students to express their opinions freely, give play to their subjective initiative and deepen their understanding of each paragraph of the text. Teachers should guide in time.
Then the teacher supplemented it by explaining what he liked best, such as the ellipsis at the end. (also let the students answer for the teacher themselves)
Pay attention to the students' doubts in the article: for example, the poet emphasizes the old country rather than his hometown and expresses his thoughts about the old country; Symbolic significance of ancient poetry collection.
The teacher summarizes, reads aloud in turn, and the teacher makes a tour in the next class.
Finally, individual students read aloud and the whole class read aloud together.
Fourth, taste the structure of poetry.
Through reading aloud and feeling, we feel the poet's unique artistic ingenuity. Now let's appreciate the structural features of this poem.
Teacher: First of all, in terms of time, in what order did the author tell the story of this pagoda leaf?
Clarity: present, past and future.
The teacher concluded: This poem runs through not only a poet's emotional clue, but also a time clue, which can be described as two lines at the same time. This is the first characteristic of poetry.
Secondly, from the beginning and end of the poem, what does the author start with and end with?
After the students answered, it was clear that it started with the leaves of Sophora japonica and ended with the fragrance of Sophora japonica, echoing from beginning to end.
Finally, from the perspective of expression, the whole poem expresses the poet's yearning for the motherland with Sophora leaves. What is this technology called?
Clarity: borrowing things to express feelings or supporting things to express feelings.
Show PPT blackboard writing on the basis of students' summary.
Teacher's summary: Judging from the students' summary, this poem takes a leaf of Sophora japonica as the image, expressing the poet's feelings of missing the motherland and looking forward to its return. From the beginning of Sophora japonica leaves to the end of the season when the fragrance of Sophora japonica flowers is expected to return, it echoes from beginning to end in one go. Like the last poem, they all use the artistic technique of chanting things and expressing feelings.
From the analysis of poetry just now, we can draw such a conclusion: to appreciate a poem, we must first contact the author and combine the background, that is, we must learn to "read people." Then, we should ponder and taste the language, that is, chew words (words, sentences, words) and connect them with imagination, so as to appreciate emotions, that is, "read emotions." In fact, "poetry" is the essence of "human" flowing from "heart" in a specific "emotional" situation. (Blackboard) Let's appreciate the essence of the poet Ji Xian flowing from the bottom of my heart, and read A Leaf of Sophora together. (All students read together)
Fifth, expand empathy.
1. Imitate a leaf of Sophora japonica and learn to write a paragraph of 100 words. Choose an image first, then describe and render it to express some feelings.
(Students write, teachers patrol)
Students read and teachers comment.
2. Teacher's summary
Step 3 contact "homesickness"
4. Show PPT (China's famous poems and sentences, modern poems and sentences, pictures of overseas Chinese returning to China, etc. )
Six, the end of the full text, assignments.
"Those who are ecstatic don't want it", the pain of separation of flesh and blood compatriots, "How can a sad word get here", here, let us pray for the reunification of the motherland and the reunion, health and happiness of all people in the world. Finally, let's finish the teaching of the new lesson in the text reading and finish the homework after class.
(Play the recording and turn up the background music) (Play the video)
Thank you! Class is over.
Blackboard design:
I miss my hometown now, in the past and in the future.
Sophora japonica leaves
Sad memories, longing for unity
(seeing things) (wanting to feel) (sending feelings)
A leaf of Sophora japonica teaching plan 2;
Understanding the writing of poetry theme.
Teaching difficulties: