5 lesson plans for the first compulsory Chinese course in the first grade of high school
If the teacher’s teaching design is too precise, even too rigid, and lacks flexibility, then it is easy to fall into a mechanical and rigid way. In the mud. The following is a lesson plan for the compulsory Chinese course for the first year of high school that I compiled for you. I hope it will be helpful to you. Everyone is welcome to read and study for reference! Lesson plan for the compulsory Chinese course for the first year of high school 1
1. Preview objectives
Read the article, understand the main idea of ??the article, and solve uncommon words.
2. Preview content
(1) Summarize the main content of each part.
(2) When the child reaches the age of eighteen, Yang Zi, a father, not only reveals his own emotions in the article, but also places ardent hopes on the child. So what kind of mood does the author reveal, and what hope does he place on his children?
(3) Regarding the "conflict between two generations", what views does Yang Zi put forward? What is your opinion?
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In-class study case
1. Learning objectives
1. Correctly understand the basic views on family relationships, conflicts between two generations, reading, youth and other issues, And be able to put forward your own opinions on these issues based on your own experience.
2. Be able to use your own language to explain the meaning of some philosophical sentences; through activity experience, learn to use dialogue to communicate spiritually with parents, teachers and peers.
3. Know how to cherish youth and establish a correct outlook on life.
Key points and difficulties in teaching
1. Understand and understand the contradiction between the two generations.
2. Cultivate the ability to summarize and understand parents’ understanding of their children.
2. Learning process
Exploration 1
1. In the process of raising children, what unforgettable experiences did fathers have?
2. Recall and exchange some touching moments in the process of raising yourself.
Exploration 2
What is the reason for the conflict between the two generations mentioned by the author in the article?
Exploration 3
After reading the article, combined with your own life experience, are you interested in those sentences in the article?
Yang Zi said: "The age of eighteen reminds me of the little boy who first grew colorful feathers and started to cry. The rooster reminds me of a young eagle that has just begun to soar in the sky. The whole world cannot be filled with the ambitions and dreams of an eighteen-year-old boy. "Based on your understanding of "youth", write a paragraph based on the above sentence. Lesson Plan 2 of the compulsory Chinese course for the first year of high school
Teaching objectives
1. Knowledge and ability objectives:
⑴Learn to grasp the main characteristics of characters to describe and depict them .
⑵ Understand the characteristics and functions of detailed description.
2. Process and method goals:
Learn to use detailed description to express the character's personality.
3. Emotional attitude and value goals:
⑴ Understand Mr. Jin Yuelin’s personality characteristics.
⑵Through this article, we can see what kind of school spirit and study style the Southwest Associated University had at that time.
Teaching focus
Understand the character traits of Mr. Jin Yuelin.
Teaching difficulties
Understand and use detailed descriptions.
Number of teaching hours
One class hour.
Preparation before class
Preview for students before class; multimedia courseware.
Teaching process
1. Introduction
A reporter once said this when interviewing Jin Yuelin: "In ancient times, there was Qin Shaoyou, and today there is Wang Zengqi." Wang Zengqi After hearing this, he immediately retorted: "In ancient times, there was Qin Shaoyou, but today there are double-yolk eggs, and I, Wang Zengqi, am still behind."
2. Introduction to the author
Wang Zengqi (1920～1997) , a contemporary writer from Gaoyou, Jiangsu. In 1939, he was admitted to the Chinese Department of Southwest Associated University. He was deeply influenced by Shen Congwen. His representative works include "Being Ordained" and "Da Nao Chronicles". The work reveals dignity in the sparseness, and appears strange in the ordinary. The charm is smart and distant, and the style is elegant and graceful.
3. Solve the problem
What information can we get from the title?
Be clear: write an article about a person, and the author has great respect for the protagonist. (Mr. Jin is the author’s elective course teacher.)
4. Character introduction
Mr. Jin Yuelin, a modern Chinese philosopher and logician. Founded the Department of Philosophy at Tsinghua University and served as professor at Tsinghua University, Peking University, and Southwest Associated University. He was the main figure who introduced modern Western logic to China, promoted China's research on modern logic, and trained many logic scholars.
5. Brief introduction to Southwest Associated University (multimedia display pictures)
6. Text analysis
1. Thinking: What kind of personality does the author write about Mr. Jin Yuelin? ?
Explicit: Interesting.
2. Question inquiry: What is so interesting about Mr. Jin Yuelin? Which one or several descriptions impressed you the most? Please read the text with this question in mind.
(Students discuss the problem in groups of four.)
3. Multimedia courseware and blackboard writing are used to summarize and clarify:
Mr. Jin Yuelin is an interesting person Professor:
1. Unusual appearance: hat, posture, glasses, clothes.
2. Strange behaviors: catching fleas on himself in front of students; raising a big fighting cock and eating at the same table; collecting big pears and pomegranates and competing with children.
3. Unique teaching style:
The way of asking questions is unique──the female student wearing a red sweater answered the question today.
Humorous Q&A─Answer with weird questions.
Weird questions.
Dialogue teaching──Like Socrates, teach as you please and freely.
4. Unique understanding of professional theories:
Boring knowledge─He found it interesting. Shen Congwen gave him a lecture topic on "Novel and Philosophy", but he concluded that There is no relationship between the two.
5. Unique cherishment of friendship:
After Lin Huiyin died, he celebrated her birthday; after Lin Guoda died, he was no longer funny in class.
6. Unique love for life:
“Who would have thought that the old man sitting on a flat-bed tricycle looking around would be such a knowledgeable, innocent and passionate person? Philosopher."
Introduce the friendship between Jin Yuelin, Liang Sicheng and Lin Huiyin, and experience Jin Yuelin's affectionate side.
(Multimedia shows a group photo of three people.)
Summarize what kind of person Jin Yuelin is?
Make it clear: Jin Yuelin is a knowledgeable, naive and loving person. The great philosopher of life.
Oral composition training: Please describe an interesting teacher and pay attention to the representative characteristics of the character.
(After the students communicate with each other, ask the representative to speak, and the students will guess.)
Summary: "See the world in a grain of sand, and talk about human feelings in half a flower." Wang Zengqi used wonderful words The details describe Mr. Jin Yuelin's true temperament and show his unique style. Whenever the image of the frank, eccentric and knowledgeable Jin Yuelin appears in our minds, a smile can't help but appear on our lips.
7. Assign homework
Write about an interesting teacher or classmate based on this article. Lesson Plan 3 of the compulsory Chinese course for the first year of high school
Teaching objectives
1. Use two corresponding methods to express the characteristics of the scenery in the description of the scenery.
2. Understand the expression technique of "supporting objects to express aspirations".
Teaching focus
Two corresponding methods and metaphorical techniques in scene description.
Teaching difficulties
The thoughts and feelings expressed in this article.
Class schedule
One class period
Teaching steps
1. Introduction
Today, let’s go visit together A mountain hut, to appreciate the artistic conception of "humble room" in Li Lewei's works
2. Introduction to the author
Li Lewei, a native of Jiangsu, is a modern writer. He studied at Daxia University in Shanghai in his early years, and has been engaged in cultural education work in Taiwan since then. He is good at prose, his writing style is elegant and refined, his language is beautiful and moving, his style is soft, gentle and full of emotion.
3. Solve the problem
The title of the article is a pun: it refers to the "hut" where "my" home is built on the mountain. In the haze of smoke, it looks like a pavilion towering into the sky. , also refers to the "castle in the air" in the fantasy, the ideal "independent" and "quiet" living environment. From the full text, this cabin should be fictional. The author deliberately placed the hut on a "high hillside", emphasizing that "mountain roads and hillsides are inconvenient for driving", implying that it is far away from "people's surroundings" and "does not hear the traffic of cars and horses"; at the end of the article, the author specifically emphasizes that "this "The castle in the air takes advantage of the location and can save a lot of interior design and other decorations." There is no need to raise birds or hang paintings. In short, there is no need for artificial "civilization", only "nature", which shows the author's "independence and quietness" of transcendence. "The yearning for life.
4. Clarify the structure
Part One: (1--8 natural paragraphs) Stand outside the hut and look at the relationship between the hut and the surrounding environment.
1. (1--3 natural paragraphs) Write about the relationship between the hut and the mountain. The cabin "breaks the loneliness of the mountains" and adds "a little life and a little sentiment" to the beautiful scenery of the mountains and rivers. This is based on the outside of the mountain, looking from a distance and seeing the panoramic view.
2. (4--7 natural paragraphs) Write about the relationship between the hut and the tree. The tree "provides a wonderful green background" for the cabin, making the cabin appear more "subtle and graceful". This is based on the mountain, looking closely and looking at the local area.
3. (8 natural paragraphs) Continue to write about the relationship between the cabin and the tree.
The foothold was moved further down the mountain, and looking up into the distance, "the cabin was looming between the trees", as if "rising in the sky", and became even more "graceful".
Part 2: (Natural paragraph 9--18) Based on the hut, look at the relationship between the surrounding environment and the hut.
1. (Natural paragraph 9--10) Write about the garden of the cabin and the clouds on the mountain. The garden is extremely small and the "territory" is limited, but the "airspace" of the hut is unlimited; the flowers are blooming in the garden, and the clouds in the sky are as gorgeous as flowers.
2. (11--12 natural paragraphs) Write about the air and light of the hut. Because in the mountains, the air is particularly fresh, and the light is full of changes and "romantic literature."
3. (13--14 natural paragraphs) Write about the communication between the hut and the outside world. The hut is located on a high hillside, with only one mountain road and outside traffic. The environment is "independent and quiet."
4. (15--18 natural paragraphs) Write about the scene of the hut being "lost in the fog" at night. Misty as "in the smoke, under the stars, the castle in the sky on the side of the moon shadow" clarifies the meaning of the title.
5. Writing characteristics:
Students discuss and speak, teachers give guidance and clarify:
Combining virtual and real, from real to virtual. The first part of the article focuses on the true description of natural scenery. Although it has rich associations and imaginations, it writes about the actual situations and emotions of mountains, trees, and houses. The latter part focuses on people's feelings about natural scenery. It is obviously a very small "pocket" garden with limited walls, but "I" am intoxicated by the unlimited "airspace" for "touring and wandering"; it is obviously a small house "in the embrace of the mountain", and in the morning As the light changes at dusk, dusk, and dawn, "I" think that "it is like being in the stamens of a flower", and that the "stamens" will "bloom" and "close"; it is obviously a "high hillside" and a rugged "mountain road", " "I" call it "the ladder of happiness" and "the corridor in the sky"; as night falls, the hut is still a hut, but "I" feel that it is like "a castle in the air in the smoke, under the stars, and on the side of the moon shadow". In this way, the article goes from reality to fiction, blending the real natural landscape into a hazy and poetic artistic conception, which is fascinating and thought-provoking.
6. Summary
An excellent prose is a beautiful synthesis. We appreciated the beauty of the language, pictures, and taste of the text. We not only felt the external beauty of the form, but also appreciated the inner beauty of the meaning. Lesson Plan 4 of the compulsory Chinese course for the first year of high school
Teaching process
1. Introduction
Introduce the new lesson from the introduction author. Enable students to understand the feelings of great men and experience the feelings of poetry by understanding their experiences.
About the author
Mao Zedong was a great politician, thinker, military strategist, and outstanding leader of the proletarian revolution. At the same time, he was also a great poet. He wrote many shocking poems throughout his life, which had a huge impact on inspiring the fighting spirit of revolutionary warriors and hundreds of millions of people. His poems show his broad mind, heroic spirit, and broad artistic conception. Reading them makes people excited and energetic.
2. Teaching content
1. Introduce the background
Through background introduction, students can perceive the content of the poem in advance and clarify the plot from the jumping pictures of the poem.
Background information (projection display)
Loushanguan: On the Beidalou Mountain in Zunyi, Guizhou, with thousands of peaks rising into the sky and a straight line in the middle, it is the main route from Sichuan to Guizhou. It has always been a A battleground for military strategists.
In January 1935, the Zunyi Conference established Mao Zedong's leadership position in the Central Committee and enabled Mao Zedong to regain military command. After the Zunyi Conference, Mao Zedong led the First Front Army to leave Zunyi, marched northward, and crossed Chishui four times, achieving the most proud military command in his life. This poem "Loushanguan" was written after crossing Chishui for the second time. The Second Red Army crossed the Chishui River, returned to northern Guizhou, concentrated its main force to attack Tongzi and the Guizhou Army south of Loushanguan, and took advantage of the victory to seize Zunyi. Loushanguan was the place where the fighting was fiercest. In this battle, two divisions and eight regiments of the Kuomintang army were defeated and annihilated, and about 3,000 enemy troops were captured. This was the first major victory since the Long March. Mao Zedong's "Recalling Qin'e·Loushanguan" was written after the victory in the battle of Loushanguan.
2. Appreciation of works
(1) Model reading of the text, students read aloud freely. Let students initially grasp the feelings of poetry.
(2) Appreciating and reading the poem
When reading the poem, students should think about: What information can be obtained from the words? What kind of scenes can be associated with them? (Guide students to perceive the content through imagery. and emotions)
The west wind, the cry of geese, the white frost and the morning moon - highlight the season and time, rendering a desolate and melancholy picture
Horse hooves, trumpets - unique things of the army
Broken - miscellaneous, fine pieces - the urgency and speed of marching. (The mountain road is difficult to travel, and the side reflects the "Xiongguan Road")
Swallow - intermittent in the west wind. (All scene language is love language) It is also dyed with the subjective color of the poet (an optimist will still have a sunny mood even if he walks in the rain). Since the failure of the fifth counter-encirclement and suppression campaign and the start of the Long March, the Red Army has fought mostly defeats. In the battle of Xiangjiang, the losses were even more heavy.
This time he returned to Zunyi and attacked Louguan Mountain again. The task was extremely arduous. Can the Red Army win? What is the fate of the Red Army? As the leader of the party and as Mao Zedong returned to the military command post, his heart was extremely heavy. He deeply feels that there is a long way to go. The word "throat" not only shows the hardships of the Red Army's struggle life, but also exaggerates the solemn atmosphere during the march.
(3) Appreciate and read the lower line
Read the lower line aloud and ask students to think: Which stage of the Loushanguan battle does the lower line represent? What feelings does the poet express?
Cross over from the beginning - break through the dangerous points and win the battle
It is really like iron - one man can hold the pass and ten thousand men cannot break it. It also reminds people that the "Xiong Pass" here refers to Loushanguan Pass in the first place. , but it does not only refer to Loushanguan, but also includes all tangible and intangible checkpoints on the long revolutionary road. The iron-like majestic pass reflects the heroic spirit and pride of victory of the Red Army, and reflects the changes since the Zunyi Conference.
Like the sea - many
Is the metaphor "the setting sun is like blood" vivid? Please create a metaphor. What do you compare the setting sun to? (Lead students to compare people with different identities. People's different emotions and minds, appreciate the style and realm of Mao Zedong's poems, and appreciate the great man's courage and courage)
Projection display
We are still looking at Luozhao. The red fireball disappeared, and the remaining distant mountains showed layers of different shades of purple. The strong part is like wine, the light part is like dream. ——Zong Pu "The Call of the Ruins"
(The setting sun in the eyes of an intellectual who is full of longing for the future, "the thick part is like wine, the light part is like a dream", this is beautiful.)
After washing up, I leaned alone on Wangjiang Tower. All the thousands of sails that have passed are not the same, and the slanting light and the flowing water are long. Heartbroken Bai Pingzhou.
——[Dream Jiangnan] Wen Tingyun of the Tang Dynasty
(The disappointment and sorrow of missing a woman are written in the slanting light, which is lingering and pathos.)
Like blood - the color is strong and the spirit is powerful, which together with "cangshan is like the sea" constitute a dignified and powerful magnificence. The bloody setting sun is also reminiscent of sacrifice, symbolizing that the victory of the revolution requires the bloody fighting of the Red Army soldiers, and it symbolizes that victory is obtained with life and blood.
The two metaphorical sentences contain profound symbolic meaning: the sea-like Cangshan Mountain symbolizes that we will encounter more passes and face more difficulties on the revolutionary journey. "The mountains are like the sea" and "the setting sun is like blood" foretell the hardships and twists and turns of the future struggle. Only military commanders who have experienced the baptism of bloody battles, great men who are responsible for the future and destiny of the country, can have such personality and courage, such a mind, such a realm, and can face the future and foresee the future. In the eyes, the magnificence of "cangshan is like the sea" and "the setting sun is like blood".
3. Summary
Through the study of this poem, summarize the characteristics of poetry and the method of reading poetry:
(1) Emotional (majestic, majestic, Frustration, perseverance, solemnity, pride)
(2) Beautiful artistic conception (solemn and powerful)
(3) Concise language (one word expressive, profound meaning)
(4) Content jump (select only one fragment or picture to give people room for association and imagination)
4. Read and recite
When students fully understand the content and emotion of the poem, Basically, read aloud emotionally until you can chant it.
Let students comment on each other and discuss reading methods. Lesson Plan 5 of the compulsory Chinese course for the first year of high school
Teaching objectives:
1. Master the common sense of ancient Chinese that appears in the text and understand the relevant literary knowledge of "Warring States Policy";
2. Analyze the personality of the main characters through the description of their dialogues, actions, and expressions.
3. Analyze the incident of Jing Ke’s assassination of King Qin from multiple angles.
Important and difficult points in teaching:
1. Mastering the common knowledge of ancient Chinese appearing in the text is the focus of this lesson;
2. Understanding of Jingke’s assassination of Qin Dynasty This is the difficulty of this course;
Teaching methods:
Reading method, pointing method combined with students' independent inquiry.
Class schedule:
Two class periods
Teaching steps:
First class period
1. Introduction. (5 minutes)
In the long history of our country, there has been a kind of professional people who have always kept a mysterious veil and engaged in work similar to the agents in the movie 007. This type of people are assassins. . Some of them kill for money, and some kill for righteousness. History has always had mixed reviews for people in this type of profession. Assassins appear more often in unofficial histories than in official histories. However, in the "Historical Records" written by Sima Qian, he wrote a "Biographies of Assassins" specifically for the Assassins in the Spring and Autumn Period and the Warring States Period, which records that the four major assassins of the Warring States Period were about to leave and specialize. The deeds of Zhu, Nie Zheng and Jing Ke.
Zhuan Zhu
During the Spring and Autumn Period, a native of Wu State lived in the wilderness of Yangshan Mountain and made a living by slaughtering pigs for others. At that time, Wu Zixu lived in seclusion here and became friends with him. Later, Wu Gongzi Guang wanted to assassinate his brother Wu Wangliao, so he came to see Wu Zixu and asked him to recommend a warrior. Wu Zixu recommended Zhuan Zhu. In order to assassinate King Liao of Wu, Zhuanzhu hid in Taihu Lake to study Yu Yuyue.
He hid the fish intestine sword in the belly of the fish and successfully assassinated King Liao of Wu. At that time, Prince Qingji, the son of King Liao of Wu, and his mother and brother Ganyu and Zhuyong, who held military power, were both sent to conquer Chu. Therefore, Prince Guang sought the throne and became King Helu of Wu.
Yaoli
During the Spring and Autumn Period, the people of Wu State were promoted as warriors in the world because they humiliated the strong man Qiu Ge. After the death of King Liao of Wu, Helu established the country. Prince Qingji fled to Ai City, recruited dead soldiers, and connected with neighboring countries, hoping to take advantage of the opportunity to attack Wu for revenge. Young Master Qingji's bones are flying and his flesh is flying, he can outrun a galloping horse, he can catch flying birds with his hands, he can fight fierce beasts with his steps, he is as agile as a god, and he is invincible. So Helu was worried day and night. At that time, Wu Zixu recommended a weak warrior to assassinate Qing Ji. Yao Li offered his plan to destroy his family, gained Qing Ji's trust, and finally succeeded in assassinating Qing Ji. (The allusion "A strong man breaks his arm" comes from this) Zhuan Zhu and Yaoli became the overlord of a generation, King Wu Helu (one of the five hegemons in the Spring and Autumn Period).
Nie Zheng
During the Warring States Period, Nie Zheng was a native of the Wei State. He originally lived in Shenjing, Zhe District. Because he offended his hometown, he took his mother and sister to live in Linzi, the capital of Qi State. He was a good friend of Wu Qi. Later Wu Qi recommended him to the wealthy Yan Sui for his own benefit. After Nie Zheng arrived in Pingyang, the capital of South Korea, he successfully assassinated the ungrateful Han Prime Minister Guoxia Lei.
Jing Ke
At the end of the Warring States Period, the people of Yan and Zhao were entrusted by Prince Dan of Yan to assassinate the King of Qin to win the government. His story is well known to everyone, so I won’t write much about it. His friend Gao Jianli was revered as the "Sage of Music" by later generations. Gao Jianli's master was E who "the sound lingered around the beams for three days without stopping." Later, Gao Jianli failed to assassinate Qin Shihuang with a lead-filled building and was blinded. Today, the article we are going to study is about an assassin who left a mark in history. He is Jing Ke.
2. Introduction to literary common sense. (3 minutes)
This article is selected from "Warring States Policy". Everyone must have been exposed to "Warring States Policy" in junior high school. What chapters have you studied?
Clarification: "Tang Ju Fulfilled His Mission", "Zou Ji Satirized the King of Qi for Accepting Admonition"
Question: Who can introduce "Warring States Policy" ?
Clarity: "Warring States Policy" is a famous historical work in ancient China. The editor is Liu Xiang of the Han Dynasty. It is a national history book. The whole book is compiled according to the Eastern Zhou, Western Zhou, Qin, Qi, Chu, Zhao, Wei, Han, Yan, Song, Wei and Zhongshan, with a total of 33 volumes and about 120,000 words. "Warring States Policy" mainly describes the political opinions and strategies of the politicians during the Warring States Period, and displays the historical characteristics and social features of the Warring States Period. It is an important classic for studying the history of the Warring States Period.
Question: Everyone must be familiar with the story of Jing Ke’s assassination of Qin, so why did Jing Ke assassinate Qin? Who can review the background of the story?
Clarity: Prince Yan When Dan was a hostage in the state of Qin, King Yingzheng of Qin did not treat him politely. He was very angry and fled back to the state of Yan. Later, Qin soldiers attacked various countries and came to Yishui, which directly threatened the state of Yan. Prince Dan asked Jing Ke to go to the state of Qin. He assassinated the King of Qin in an attempt to avenge his past and save the country from disaster.
Jing Ke was one of the four famous assassins in the Spring and Autumn Period and the Warring States Period. His ancestor was from the State of Qi, and later moved to the State of Wei. His original name was Zhuang Ke. After arriving in the State of Yan, he was named Jing Ke. He liked reading, fencing, and making friends with famous warriors. Gao Jianli, the architect mentioned in the text, is one of his friends. In order to assassinate the King of Qin, the Prince of Yan first sought out Tu Tianguang, the wise and courageous person in charge of the Yan State. Tian Guang felt that he was too old to fulfill the great trust of Prince Dan, so he recommended Jing Ke to Prince Dan. Tian Guang committed suicide in order to encourage Jing Ke. Jing Ke accepted the task, and Prince Dan was very happy. He immediately appointed Jing Ke as the minister and served him carefully... From now on, the text describes the situation.
3. Understand the article and clarify the words. (35 minutes)
This article is relatively long, but the narrative is also very organized. Let’s sort out the article below. First, ask students to number each paragraph. How many parts can this article be divided into?
Clarify: 1-2: The reason for the assassination; 3-9 Preparation for the assassination; 10-17 The process of the assassination; 18: The assassination failed and Jing Ke was killed .
Since the text is relatively long, in this lesson we focus on understanding and analyzing the first and second parts. Now let’s ask a few students to talk about what classical Chinese knowledge they discovered in the first part based on their preview. Each student will write a paragraph.
Through the analysis of classical Chinese knowledge points, we understand the meaning of the text, so what role does this part play in the text? From the text, can we see what kind of character the relevant characters have?
Clarity: From the beginning of the article, the six verbs "break", "capture", "collect", "advance", "lue" and "to" are used to describe the situation where the Qin army is invincible and the Yan country is in danger, making the story full of tension from the beginning The atmosphere sets the tragic tone for the unfolding of the subsequent story. The prince was "fearful" and anxious. "Although I want to serve him for a long time, how can I get it?" The words were tactful, implicit and slightly accusatory, which made the conflict between him and Jing Ke begin to emerge. At this critical moment, Jing Ke resolutely replied, "I am willing to pay you a visit, as the prince has said," which reflected his chivalrous spirit of "be true to his words and resolute in his deeds." However, "without trust, Qin will not be amiable." He proposed that in order to win the trust of the King of Qin, he had to present "General Fan's Head" and "Yandukang Map". As soon as the protagonist appears, he shows his courageous, resourceful and profound character. However, due to Prince Dan's "intolerance" and disagreements with Jing Ke, things took a turn for the worse.
Let’s sort out the second part. (Students clarify the words and sentences, and the teacher provides guidance.)
Question: Now that we understand the meaning of the text, have you found out what angle the description of the characters in this paragraph focuses on?
Be clear: action, language, scene.
Question: How many scenes does this paragraph contain?
Clear: five. Five scenes: preparing tokens, sharp blades, equipping assistants, angrily rebuking the prince, and Yishui saying goodbye
Question: What are the functions of these actions, language, and scene descriptions?
Clarify: "Prepare the sharp blades" "Having assistants" is a necessary condition for the assassination, but it is a subplot and is only mentioned briefly. The other three plots all highlight different aspects of the character's personality, especially the key to "preparing the token" is to inspire Fan Yuqi to offer his head. Jing Ke sympathized with the prince's "intolerance" and decisively decided to "privilege Fan Yuqi". In a conversation, he first expressed his feelings, arousing Fan's hatred for Qin's incompetence; then he explained it rationally, explaining that this move could firstly take revenge and secondly solve Yan's troubles; finally, he told Fan about his plan and let Fan Yu Make sure you understand your action plan. Jing Ke spoke sincerely and moved people with his sincerity. In a few words, Fan Yuqi "looked up to the sky and breathed out and shed tears", and then "struggling to advance with partiality" and willingly committed suicide and offered his head. This dialogue and action description show the spiritual outlook of two characters who are different but have similarities: both are generous people from Yanzhao, one is chivalrous, courageous, decisive, good at rhetoric, good at scheming, and the chivalrous demeanor is vivid. Above; a righteous and brave general with a vivid and lifelike image.
"Angrily scolding the prince" shows another aspect of Jing Ke's character. In ancient times, chivalrous men promised a large sum of money, but the prince suspected that he had "repented" and said, "Send Qin Wuyang first." This act of distrust is tantamount to an insult to Jing Ke's character. "A scholar can be killed but not insulted." Jing Ke went against his usual modesty and "angrily scolded the prince", which was a manifestation of his strong character. The prince's "delay", "suspiciousness" and "reinvitation to him" not only show his fear and anxiety when the soldiers are approaching, but also show that he is impetuous, suspicious and ill-planned, which is a sharp contrast to Jing Ke.
"Yishui Farewell" opens a scene of generous elegies and is the climax of "Preparation for Assassination". "Send them off in white clothes", one stroke tells the story of parting and death, and with the addition of rustling, singing, and weeping, it creates a frightening and sad atmosphere, which makes people foresee that something unexpected is going to happen. However, the author's writing style changed slightly, and the "voice of change and conquest" returned to the "generous voice of feathers", "the soldiers all had angry eyes and raised their fingertips", the desolation became tragic, the low tone became high, and the separation of life and death turned into the same hatred of the same enemy. This generous and tragic scene has inspired many people with lofty ideals to go through fire and water without hesitation for thousands of years! To describe this scene, the author is like a skilled cinematographer, using the combination of points and surfaces and the "montage" technique to combine the panoramic shots (" They were all sent to him in white clothes"), specific shots ("Since the ancestors, take the road"), panoramic shots ("all the scholars shed tears"), specific shots ("went away in the car, no longer caring") were unfolded in a staggered sequence. It is really ingenious to interweave various phenomena that happened at the same time in an instant.
4. Assign homework. (2 minutes)
1. Read the full text thoroughly;
2. Organize the classical Chinese knowledge learned in this lesson.