ShiZi is the representative work of Lu You, a patriotic poet in the Southern Song Dynasty. In the poem, the author expresses his strong desire to recover lost land, avenge national humiliation and re-identify with the motherland in a will tone. The whole poem comes from the heart, mixed with grief and indignation, sincere and touching.
Second, the teaching objectives:
1. Be able to read and recite ancient poems correctly and emotionally.
2. By reciting, observing the illustrations of the text, we can understand the creative background, understand the meaning of the poem, and experience the strong patriotic feelings expressed in the poem.
3. Imagine the artistic conception of "shower" and practice writing with words.
4. I feel that the two poems "Both banks of the Yellow River are recaptured by the imperial army" and "Xiuzi" express patriotic feelings in different forms. The patriotic theme of the cycle unit.
Third, the importance and difficulty of teaching:
1. Guide students to understand the meaning of ancient poetry, expand imagination on this basis, supplement the omitted content in the poem, feel the artistic conception of ancient poetry, and practice writing combined with the text.
2. Experience the thoughts and feelings of poetry and arouse students' hearts.
Fourth, teaching preparation:
Understand the background of Xi 'er's creation and the basic information of the poet Lu You. Understand the meaning of words in ancient poetry.
Verb (abbreviation of verb) teaching process;
first kind
First, create a scene that is close to the author.
1. Today is New Year's Eve. In the hospital bed is an 85-year-old man with a white scarf around his head, gray temples, wrinkled face and dying. His name is (Lu You)
(1) Who knows him? Call the students to communicate.
(2) The teacher shows the author's life information. How do you feel?
2. Yes, Lu You struggled for the reunification of the motherland all his life, but his desire to pursue national reunification was not realized before his death.
3. Display the text. So he wrote a suicide note on the premise of telling his son to sleep. Read it together.
Second, first read the sentiment and understand poetry.
1. Read aloud with music, listen to the correct pronunciation and feel the teacher's reading pause.
2. Free reading requires accurate pronunciation, reading poems and pausing.
3. Group cooperative learning:
(1) First, the group members exchange the meanings of the words they understand and circle them on the blackboard.
(2) Then talk about the meaning of poetry, which complement each other.
(3) Then the group leader will organize a report exchange.
4. The teacher asked: How do you know? (1) Consult the reference books. (2) ask parents. (3) contact life experience.
5. Try talking poetry at the same table again.
I know that when people die, there is nothing to worry about, but I am sad because I can't see the reunification of the country. Don't forget to tell your father the good news of recovering the Central Plains when you worship your ancestors when our DaSong army recovered the lost territory and pacified the Central Plains!
6. Question: Since Lu You knew that everything was empty after death, why did he marry his son? Julian Waghann Beiding Central Plains Day, family members did not forget to tell Nai Weng when offering sacrifices? And then what?
Third, grasp the eye of poetry and feel poetry.
1. Can you sum up Lu You's feelings when he wrote his will on his deathbed in one sentence? (Sadness) The blackboard says: Sadness.
2. Is this poem only sad?
3. In fact, ancient poetry contains the infinite grief and indignation of the country and the firm belief that it will be unified. Blackboard Writing: Desire and Faith
Fourth, imagine the artistic conception and practice the pen with the text.
1. Through this poem, Lu You's thoughts are fully understood. Let's travel through time and space to see his dying scene. It seems to be New Year's Eve. In a small room, the lights are dim, the candlelight is flickering, and the white towel around the head is showing language training.
On a snowy night, in a low hut, candlelight flickered and wavered.
2. The teacher kindly describes the dialogue tips and guides the students to have a dialogue.
(1) Teacher-student interview 1: A wrinkled and dying Lu You, speaking intermittently. . ?
My days are numbered. My only regret is that I can't see the reunification of the country, son! You should care about state affairs, and every man is responsible for the rise and fall of the world. )
Lu You's son stood by his father's bed, full of tears and choked up? . ?
Dad, I wrote it down! You must take care of yourself. You're gonna be okay. You are sure to see the imperial army recover lost ground. )
(2) Teacher-student interview 2: Lu You has a white scarf around his head, and Lu You, with gray temples, is lying in bed, groaning and telling his son. ?
You must remember, son, that on the day when the imperial army regained its lost territory, you must tell your father when you worship your ancestors, so that I can rest in peace in the underworld. )
(3) Teacher-student interview 3: Lu You, who is exhausted and old, is holding his own poem with trembling hands and chanting in tears? I am sure that after death, everything becomes empty.
3. Students practice writing with texts according to oral instruction. Requirements: Pay attention to the manner, movements and language of Lu You and written dialogue.
4. Show exchange students' writing exercises.
Students, what do you feel most from this poem written by Lu You to his son?
I'm not thinking about family, but about state affairs. In his mind, the family is light and the country is heavy. There is no fear of death, only regret and deep patriotism. Lu you is really worried about the world first, and then the world is happy. )
6. What words do Lu You's patriotic feelings remind you of? Writing on the blackboard till death do us part, caring for the country and the people, and serving the country faithfully after death.
Fifth, analyze and expand the two poems.
1. After learning the lesson, let's take a look at the banks of the Yellow River recaptured by the imperial army.
Their patriotism is awe-inspiring. Let's read it affectionately.
2. Expand the study of another patriotic poem by Lu You.
I lie upright in a lonely and desolate country, not feeling sad about my situation, but thinking about defending the country. As the night drew to a close, I lay in bed and heard the sound of wind and rain. I dreamt in a daze that I rode an armored war horse across the frozen river to the northern battlefield. )
Six, cycle unit, deepen the theme.
1. After learning these two poems, we all admire our patriotic feelings. Let's take a look at the whole Unit 1. What did you find? (All patriotic) Contact the text to elaborate. (Zheng He recovered Taiwan Province Province and built Taiwan Province Province from strong patriotic feelings; Chopin wrote patriotic blood into inspiring melody day and night, and brought his heart back to the motherland when he died. There are Qi Jiguang's resistance to the enemy in The Lessons of Zheng Chenggong, Yue Fei, who fought against opium by Humen and Nomads, and Lin Zexu in The Three Kingdoms.
2. Teacher: Countless patriotic people with lofty ideals have emerged in ancient and modern China and abroad, and they have passed on their patriotic feelings from generation to generation! They care about the country and the nation. They are broad-minded and have extraordinary spirit. They led the generations of China people to struggle hard, develop and become a world power! May the students continue to inherit patriotism and make the motherland stronger!
Blackboard design:
Show children
Sorrow-Desire and Faith
Patriotic spirit till death do us part.
Every man is responsible for the rise and fall of the world, worrying about the country and the people.
Until death
Thorough dedication
Loyalty to the country-patriotism
Dedicate oneself to the motherland
Blood of justice and loyal heart-absolute loyalty and superb courage
Teaching reflection:
ShiZi is the representative work of Lu You, a patriotic poet in the Southern Song Dynasty. In the poem, the author expresses his strong desire to recover lost land, avenge and unify the motherland in a tone of will. The whole poem comes from the heart, mixed with grief and indignation, sincere and touching. In the teaching of this class, I have achieved the following points:
First, study textbooks and dig deeper.
If you want to understand this poem, you need to know the background of poetry creation. This poem is Lu You's last words to your son when he was seriously ill in bed and dying. Under normal circumstances, such a will is often the most valued and concerned by his children. What Lu You was concerned about before his death was that the country had not been unified. In his mind, home is light and country is heavy. His patriotic feelings will never disappear.
At that time, Lu You lived in an era of political turmoil. The Jin people invaded the south, and the rulers of the Southern Song Dynasty were weak and incompetent, blindly surrendering to the invaders, which led to the fragmentation of mountains and rivers and the poverty of the people, causing Lu You great grief and indignation. Until he died, but? Beiding Zhongyuan? Our patriotic thoughts and feelings are still increasing. His heart is still looking forward to the imperial army's early recovery of lost land and the unification of broken mountains and rivers, and expressed deep expectation and firm belief in recovering the Central Plains and washing away national humiliation. Only by understanding the background of the times can students approach the author, realize his concern for the country and the people, and be totally loyal.
Only by understanding the background of the times can we understand poetry, practice writing with words, enter the author's heart and pave the way.
Second, follow the style of writing and walk into the characters.
Through the bleak music and language rendering, let the students walk into the night before Lu You's parting. Set the tone for the full text, and pave the way for students to better understand the content of ancient poetry and practice writing with the text.
In order to reduce the difficulty of practicing writing with the text in class, I adopted the form of on-site interview to express my oral English first.
Interview between teachers and students 1: A wrinkled and dying Lu You said intermittently. My days are numbered. My only regret is that I can't see the reunification of the country, son! You should care about state affairs, and every man is responsible for the rise and fall of the world. ? Lu You's son stood by his father's bed, full of tears and choked up. Father, I wrote it down! You must take care of yourself. You will be all right, and you will surely see the imperial army recover its lost territory. ?
Teacher-student interview 2: Lu You was lying in bed with a white scarf on his head and gray temples, groaning and telling his son:
? Son, you must remember that on the day when the imperial army regained lost territory, you must tell your father at the time of ancestor worship, so that I can rest in the underworld. ?
Interview 3 between teachers and students: Lu You, who is exhausted and old, is holding his own poem with trembling hands and chanting in tears? I am sure that after death, everything becomes empty.
After that, provide sentence patterns for students to practice written language expression. Students can not only pay attention to the content of Lu You's dialogue with children, but also describe their actions, demeanor and psychology in detail. Some students even transferred the poems developed in class to writing. It can be seen that they understood the content and walked into the poet's heart.
Third, cycle unit, deepen the theme.
Our study should be comprehensive, draw inferences from others and connect with old knowledge. After learning these two poems, I found that they both praised patriotic feelings. Let's look at the whole unit 1 and ask the students to tell me what they found. The students found that they were all patriotic. Please talk about it in detail with the text and review the old knowledge. Zheng He recovered Taiwan Province Province and built Taiwan Province Province, which came from his strong patriotic feelings. Chopin wrote patriotic blood into inspiring melody day and night, and brought his heart back to the motherland when he died. There are Qi Jiguang's resistance to the enemy in The Lessons of Zheng Chenggong, Yue Fei, who fought against opium by Humen and Nomads, and Lin Zexu in The Three Kingdoms.
It can be seen that countless patriotic and benevolent people have emerged in ancient and modern China and abroad, and they have passed on their patriotic feelings from generation to generation! They care about the country and the nation. They are broad-minded and have extraordinary spirit. They led the generations of China people to struggle hard, develop and become a world power!
Of course, the whole class will have less time to read and recite. Students can have more opportunities for cooperative learning. Perfect it in future teaching!