Teaching Plan for the Ninth Grade Junior High School Chinese Language Volume 1 "Being a Teacher"

As an unknown and selfless educator, we usually need to prepare a lesson plan. Writing a lesson plan helps us accurately grasp the key points and difficulties of the teaching materials, and then choose appropriate teaching methods. How to write lesson plans to be more effective? Below is the lesson plan for the ninth-grade junior high school Chinese language volume "Being a Teacher" that I compiled from the People's Education Press. You are welcome to learn from it and refer to it. I hope it will be helpful to you. Lesson Plan 1 of "Being a Teacher" in the ninth-grade Chinese language textbook published by the People's Education Press 1

First lesson

Teaching objectives:

1. Problem solving, background, author, table

2. Guide reading and segmentation

3. Analyze and understand paragraphs 1 and 2, understand the words, guide reading and recitation, and cultivate students’ reading ability in classical Chinese

4. Understand Zhuge Liang’s progressive ideas of strictly enforcing rewards and punishments and widening the voice, initially understand Zhuge Liang’s loyalty to the Shu Han, and learn his patriotic spirit

Analysis of teaching materials

Key points and difficulties: reading and paragraphing

Teaching process:

1. Create situations and introduce new lessons

Zhuge Liang is the embodiment of the wisdom of the Chinese people. Popular stories such as "Three Visits to the Thatched Cottage", "Burning the Red Jade" and "Six Journeys out of Qishan" are well-known in China. Zhuge Liang's literary talent and strategy are stunning. "Chu Shi Biao" written by him is the first-class masterpiece since the late Han Dynasty. The article is simple, sincere and eloquent. Admired by future generations. Lu Youyou said, "If you become a master, you will be truly famous in the world. Who can be compared to others in a thousand years?" Wen Tianxiang said, "Maybe if you become a master, ghosts and gods will weep heroically." Let’s study this masterpiece today. (Blackboard writing topic)

2. Read the text aloud

1. Teachers should read the text (preferably recited), and the reading should be rhythmic and full of emotion, so as to arouse students' passion. Students are required to pay attention to the teacher's pronunciation and draw new words.

2. Instruct students to read aloud (snippets), which should be full of emotion.

3. Check the preview:

1. Require a lifetime introduction to the common sense of "table"

2. One person briefly describes the writing background of this article

3. Introduction to Zhuge Liang by one person

4. Hierarchical structure of guidance

Guide students to divide the sections around the word "to become a teacher" (Question 1), and ask the following questions. Reference: First, in the critical situation of the country, what suggestions for governing the country did the author put forward to the emperor before he left the army? Second, in what way did the author state the reasons for his departure to Liu Chan? Third, after explaining the reasons for his departure , as a minister, should I still ask the emperor to approve his departure and express his determination to leave this time?

1. Students think independently according to the teacher’s prompts and formulate preliminary answers

2. Communicate in the same group and learn from each other’s strengths (the paragraphs are not required to be unified)

3. Sample questions, teachers and students make comments (written on the blackboard at the same time)

The first part (1-5) specifies the crisis , make suggestions

The second part (6-7) recalls the past and states the reasons

The third part (8-9) distinguishes responsibilities and expresses determination

5. Comprehension and analysis of paragraphs 1 and 2

1. Students self-translate paragraphs 1 and 2 of the text (questions 2 and 3) with annotations, and the teacher adds the following words:

Disadvantages: Refers to the country's poverty and weakness in the autumn: underestimating oneself at the critical moment: underestimating oneself too much: the original

2. Ask four people to translate paragraphs 1 and 2 of the text. The students will make evaluations and corrections, and the teacher will give a summary

3. Questions to think about:

　(1)

Why is it said that it was an "autumn of critical survival"?

　(2) The author points out that the Kingdom of Shu at that time What is the situation? How do the internal and external ministers behave? What are the reasons for the internal and external ministers to do this? If the ministers are like this, what should the monarch do? What are the two suggestions put forward by the author? (Question 4-9)

The teacher selects individual lower-middle students to ask questions, and then asks the lower-middle students to provide additional information. If it fails, then asks the upper-middle students to make a summary.

Writing on the blackboard: Kai Zhang Sheng Ting (opening up the world of speech) and strict rewards and punishments

4. Guidance analysis The connection usage of "Yi"

(1) The teacher reviews the preposition usage of "Yi"---"use, handle, take, rely", etc.

(2) Analyze the usage of the conjunction "Yi"

Students think about which "Yi" in these two paragraphs expresses the purpose and which expresses the result.

Teachers may ask questions, and students may supplement their opinions if they have different opinions

Writing on the blackboard: To: Indicate the purpose (used)---to honor the legacy of the late emperor and to show His Majesty’s principles of peace and wisdom

Table of results (so that)---The road of loyalty and admonishment

5. Guide recitation:

(1) Require students to clarify the meaning of each paragraph Level, meditate, memorize, and recite along the cause and effect and author's ideas.

For example: the situation is critical---the minister's performance---two suggestions

(2) Students try to memorize by themselves

(3) Select the outstanding students to memorize

(4) The whole class memorizes

6. Teacher’s summary: Guide the students to Zhuge Liang’s patriotic spirit.

6. Assign homework:

A. Practice reciting 1-2 paragraphs and prepare to write them down

A. Preview and translate 3-7 paragraphs

The second lesson

Teaching objectives:

1. Analyze paragraphs 3-5 of the text and summarize the content of the first part; understand the author’s progressive ideas of the wise minister and the villain.

2. Study paragraphs 6 and 7. Understand Zhuge Liang's desire to unify China, and critically inherit his spirit of "devoting all his energy until death"

3. Understand the writing methods of "embedding emotions in discussion" and "embedding emotions in narrative"

4. Learn Zhuge Liang’s sense of responsibility and mission and guide your own behavior

Key points and difficulties: Understand the author’s progressive ideas and teaching aids for close friends, ministers and distant villains; "Love in narrative"

Teaching process:

1. Check dictation of 1-2 paragraphs (2)

One person goes to the blackboard, and the others write below

2. Analyze paragraphs 3-5 of the text

1. Guide reading, requiring a sense of hierarchy

The second-tier students read paragraphs 3 and 4 separately and then read paragraph 5 together. .

2. Students combine annotations to clarify the meaning of the text (Question 1)

If they don’t understand something, everyone will solve it together. The teacher asks a few questions for spot checks:

Therefore: hate: therefore: count the days and wait for it: good and honest: a close virtuous minister, a distant villain

3. Thinking: What do you write in paragraphs 3 and 4? What is the author of paragraph 5? What suggestions were made? (Questions 2 and 3)

Teachers and students analyzed together and wrote on the blackboard while analyzing:

Recommend good ministers: matters in the palace---the late emperor Ministers who are simple and simple---make up for the leaks and bring great benefits

Things in the camp--- ministers praised by the late emperor as capable---the formation is harmonious, and the good and the bad are gained

Suggestions: Stay close to the wise and far away from the necessities (positive and negative lessons)

4. Summary of the first part:

(1) Zhuge Liang’s three suggestions for governing the country, especially the third The article "close to the wise and distant from the necessities" is repeatedly emphasized by the author. These three points also seem correct today.

(2) Explain the characteristics of "emotional discussion": Zhuge Liang talks about the situation, teaches methods, lays out the fact that the first emperor appointed talents, and quotes historical experience and lessons. The purpose is to hope that the successor will realize that he must personally Only by being virtuous and far away from treachery can one cultivate political wisdom and complete the great cause of "restoring the Han Dynasty". This argumentative technique, which combines sincere feelings and ardent expectations with presenting facts and reasoning, is "combining feelings with argument." The author uses this euphemistic expression to make it easier for the future owner to accept suggestions and achieve the purpose of persuasion.

3. Analysis Part 2:

1. Creation of Situation:

Liu Bei's "three visits to the thatched cottage" made Zhuge Liang extremely grateful. He usually obeyed his words and also did so when he was dying. Entrust his son to Zhuge Liang. Zhuge Liang has also been working hard to repay Liu Bei's kindness, so he did his best throughout his life, "dedicated himself to death" in an attempt to complete Liu Bei's great cause of unifying China. Next, let’s study paragraphs 6 and 7 to see how Zhuge Liang expresses his kindness.

2. The teacher adds a few notes and the students think about the self-translated text:

Gonggeng: to cultivate by oneself. Wenda: to be famous far and wide; to hope for the best and to come: from then to Now the entrustment is ineffective: the assigned task has not been completed

3. Retell Zhuge Liang’s experience (based on the text content)

Ask a student with stronger expressive ability to answer, and other students will supplement

4. Independent thinking questions: What are the two main ways of expression? What is the object of the narrative and the content of the narrative? (Required to answer sentences from the text)

Past: Life ambitions

Reasons for gratitude

Twenty years of experience in repaying loyalty to His Majesty the late Emperor

Present day: Reasons for becoming a teacher

5. Explain "Emotions in Narration"

As described below, these two chapters mainly recount the experiences of the past 21 years, state the reasons for joining the army, and express the wish to repay the loyalty of the late emperor to His Majesty. The way of expression is to combine emotions with narrative. For example, in paragraph 6, after describing his life ambitions and reasons for gratitude, he also uses the emotional words "I was appointed when the army was defeated, and I was ordered to be in danger. You have been twenty-one years since you came." This highly summarizes his following the late emperor. , the difficult journey of running for it, and expressed his loyalty to be grateful and serve.

6. Discussion question: What kind of spirit does the author express in "Since he was appointed... he has been deeply barren"? How should we understand it today?

Guide students to learn from the author's loyalty to the emperor at the same time. See the author's sense of responsibility and mission, so study hard and complete your own responsibilities and mission.

7. The third part of the summary: review the process and express gratitude

Express the determination to defeat Wei and report to the late emperor and his loyal majesty

5. Assign homework

A: Recite paragraphs 3-7 of the text after class; preview and translate paragraphs 8 and 9

B: Write paragraphs 3-7 of the text silently

Third lesson

Teaching objectives:

1. Analyze and understand paragraphs 8 and 9. Cultivate the art of speaking (euphemism)

2. Summarize the central idea and writing characteristics

3. Recite, practice and consolidate

Teaching process:

1. Check and review:

Select one middle school student to recite the 5th natural paragraph of the text

2. Comprehension and analysis of the third part

1. Students read 8 together , 9 paragraphs, which require reading out the author's feelings and sincerity, creating a situation, and entering a new lesson.

2. Guiding translation of paragraph 8: This paragraph is difficult to translate, the teacher needs to give more guidance

Students translate independently first, the teacher gives guidance, and then the group discusses and solves the problem

3. Analyze the level of paragraph 8: teacher and student*** analysis:

The first sentence is to ask oneself to "become a teacher", expressing the determination to "resurrect the thieves" and having a firm will

The second sentence is two clauses, which is to distinguish responsibilities and raise expectations

The third sentence expresses gratitude

Write on the blackboard: Please order me to serve as a teacher----Expression Determination

I urge your majesty: Use wise ministers---words to promote virtue

It is better to make plans for yourself---consult Su Shan Dao Chanaya and deeply pursue the edict

Express gratitude

4. Discussion: Is it okay if a semicolon is used after the first sentence and a period is used after "to show the blame"?

Clear: Not good . First, it is impossible to distinguish internal and external responsibilities; second, it is unable to highlight the author's determination to ask for orders; third, the "Xing De Zhi Yan" of the internal and external ministers took advantage of the situation and expressed the hope that "Your Majesty should also seek for himself", so as not to offend Liu Chan.

Speak freely and make sense

3. Reading guidance and recitation:

It is also required to pay attention to the hierarchy and use a variety of methods to combine recitation

IV. Assign homework

A. Write the full text silently. (Can be divided into sections)

B. Recite the full text proficiently. Lesson Plan 2 of "Teacher's Model" for the ninth grade of junior high school Chinese published by People's Education Press

First lesson

Teaching objectives:

1. Problem solving, background, author, table

2. Guide reading and segmentation

3. Analyze and understand paragraphs 1 and 2, understand the words, guide reading and recitation, and cultivate students’ reading ability in classical Chinese

Textbook analysis

Key points and difficulties: reading and paragraphing

Teaching process:

1. Create situations and introduce new lessons

Zhuge Liang is the embodiment of the wisdom of the Chinese people. Popular stories such as "Three Visits to the Thatched Cottage", "Burning the Red Jade" and "Six Journeys out of Qishan" are well-known in China. Zhuge Liang's literary talent and strategy are stunning. The "Chu Shi Biao" written by him is the first-class masterpiece since the late Han Dynasty. The article is simple, sincere and eloquent. Admired by future generations. Lu Youyou said, "If you become a master, you will be truly famous in the world. Who can be compared to others in a thousand years?" Wen Tianxiang said, "Maybe if you become a master, ghosts and gods will weep heroically." Let’s study this masterpiece today. (Blackboard writing topic)

2. Read the text aloud

1. Teachers should read the text (it is best to recite it by heart), and the reading should be rhythmic and full of emotion, so as to arouse students' passion. Students are required to pay attention to the teacher's pronunciation and draw new words.

2. Instruct students to read aloud (snippets), which should be emotional.

3. Check the preview:

1. Requires a lifetime introduction to the common sense of "table"

2. One person briefly describes the writing background of this article

3. Introduction to Zhuge Liang by one person

4. Hierarchical structure of guidance

Guide students to divide the sections around the word "to become a teacher" (Question 1), and ask the following questions: Reference: First, in the critical situation of the country, what suggestions for governing the country did the author give to his master before leaving the army? Second, how did the author explain to Liu Chan his reasons for becoming a disciple? Third, after explaining the reasons for the expedition, as a minister, should I still ask the emperor to approve his departure and express his determination to launch the expedition?

1. Students think independently according to the teacher’s prompts and formulate preliminary answers

2. Communicate in the same group and learn from each other’s strengths (the meaning of the paragraph is not required to be unified)

3 , sampling questions, comments from teachers and students (written on the blackboard at the same time)

The first part (1-5) points out the crisis and makes suggestions

The second part (6-7) recalls the past , state the reasons

The third part (8-9) distinguish responsibilities and show determination

V. Understand and analyze the first and second natural paragraphs

1. Students Combined with the annotations of paragraphs 1 and 2 of the self-translated text (questions 2 and 3), the teacher adds the following words:

Fatigue: refers to the country's poverty and weakness in autumn: belittle oneself at the critical moment: underestimate oneself too much: original

2. Ask four people each to translate paragraphs 1 and 2 of the text. The students will make comments and corrections, and the teacher will give a summary

3. Thinking questions:

(1) Why do you say that at that time? Is it the "autumn of critical survival"?

(2) What is the situation in Shu at that time? How do internal and external ministers behave? What are the reasons for the internal and external ministers to do this? If the minister is like this, what should the king do? What are two suggestions the author makes? (Questions 4-9)

The teacher selects some lower-middle students to ask questions, and then asks the lower-middle students to provide supplements. If it fails, then asks the upper-middle students to make summary

Writing on the blackboard: Kai Zhang Sheng Ting (open up the way of speaking) Strict rewards and punishments

4. Guidance and analysis of the connected usage of "Yi"

(1) The teacher reviews the preposition usage of "Yi" - "use, handle, take, with", etc. .

(2) Analyze the usage of the conjunction "Yi"

Students think about which "Yi" in these two paragraphs expresses the purpose and which expresses the result.

Teachers may ask questions, and students may supplement their opinions if they have different opinions

Writing on the blackboard: To: Indicate the purpose (used)---to honor the legacy of the late emperor and to show His Majesty's plain principles

Table of results (as a result) - the road of loyalty and admonishment

5. Guided recitation:

(1) Require students to clarify the meaning of each paragraph Level, meditate, memorize, and recite along the cause and effect and author's ideas.

For example: the situation is critical - the minister's performance - two suggestions

(2) Students try to memorize by themselves

(3) Select the top students to memorize

(4) The whole class memorizes

6. Teacher summary: Guide the students to the patriotic spirit of Zhuge Liang.

6. Assign homework:

A. Practice reciting 1-2 paragraphs and prepare to write them down

A. Preview and translate 3-7 paragraphs

Second lesson

Teaching objectives:

1. Analyze paragraphs 3-5 of the text and summarize the content of the first part; understand the author’s progressive ideas of the wise minister and the villain.

2. Study paragraphs 6 and 7. Understand Zhuge Liang's desire to unify China, and critically inherit his spirit of "devoting all his energy until death"

3. Understand the writing methods of "embedding emotions in discussion" and "embedding emotions in narrative"

4. Learn Zhuge Liang’s sense of responsibility and mission and guide your own behavior

Key points and difficulties:

Understand the author’s progressive ideas and teaching aids; understand the "epic" "Emotions in discussion" and "Emotions in narrative"

Teaching process:

1. Check dictation of paragraphs 1-2 (2)

One person goes to the blackboard, Write the rest below

2. Analyze paragraphs 3-5 of the text

1. Guide reading, requiring a sense of hierarchy

The second-tier students read the 3rd and 4th paragraphs respectively. Read paragraph 5 after the paragraph.

2. Students combine annotations to clarify the meaning of the text (Question 1)

If they don’t understand something, everyone will solve it together. The teacher asks a few questions for spot checks:

Therefore: hate: therefore: count the days and wait for it: good and honest: a close virtuous minister, a distant villain

3. Thinking: What do you write in paragraphs 3 and 4? What suggestions does the author make in paragraph 5? (Questions 2 and 3)

Teachers and students analyzed together and wrote on the blackboard while analyzing:

Recommendation of worthy ministers: matters in the palace - the former emperor's ministers - --- Helping to make up for the deficiencies, it will be of great benefit

Things in the camp---The late emperor praised the capable ministers---The formation will be harmonious, and the good and the bad will be gained.

Make suggestions : Be close to the virtuous and far away from the nefarious (positive and negative lessons)

4. The first part of the summary:

(1) Zhuge Liang’s three suggestions for governing the country, especially the third one “Be close to the virtuous and far away” "Ni" is what the author repeatedly emphasizes. These three points also seem correct today.

(2) Explain the characteristics of "combining emotions with discussion": Zhuge Liang talks about the situation, teaches methods, presents the fact that the first emperor appointed talents, and quotes historical experience and lessons. The purpose is to hope that the future emperor will realize that he must personally Only by being virtuous and far away from treachery can one cultivate political wisdom and complete the great cause of "restoring the Han Dynasty". This argumentative technique that integrates sincere feelings and ardent expectations into presenting facts and reasoning is "combining feelings with discussion." The author uses this euphemistic expression to make it easier for the future owner to accept suggestions and achieve the purpose of persuasion.

3. Analysis Part 2:

1. Creation of Situation:

2. The teacher adds a few notes, and the students think about the self-translated text:

Gonggeng: cultivate it personally, hear the word: become famous far and wide: hope to do everything you can: from then to Now the entrustment is invalid: the assigned task has not been completed

3. Retell Zhuge Liang’s experience (based on the text content)

Ask a student with stronger expressive ability to answer, and other students to supplement

4. Independent thinking: What are the two main ways of expression? What is the object of the narrative and what is the content of the narrative? (Required to answer sentences from the text)

Past: Life ambitions

Reasons for gratitude

Twenty years of experience to repay His Majesty the late Emperor’s loyalty

Today : Reasons for joining the army

5. Explanation of "Emotions in Narration"

As described below, these two chapters mainly recount the experience of the past 21 years, state the reasons for joining the army, and express loyalty to the late emperor. wish. The way of expression is to combine emotions with narrative. For example, in paragraph 6, after describing his life ambitions and reasons for gratitude, he also uses the emotional words "I was appointed when the army was defeated, and I was ordered to be in danger. You have been twenty-one years since you came." This highly summarizes his following the late emperor. , the difficult journey of running for it, and expressed his loyalty to be grateful and serve.

6. Discussion question: What kind of spirit does the author express in "Since he was appointed... he has gone deep into barrenness"? How should we get to know each other today?

Guide students to see the author’s sense of responsibility and mission from the author’s loyalty to the king, so that they can study hard and complete their responsibilities and missions.

A: Recite paragraphs 3-7 of the text after class; preview and translate paragraphs 8 and 9

B: Write paragraphs 3-7 of the text silently

The third lesson

Teaching objectives:

1. Analyze and understand paragraphs 8 and 9. Cultivate the art of speaking (euphemism)

2. Summarize the central idea and writing characteristics

3. Recite, practice and consolidate

Teaching process:

1. Check and review:

Select one middle school student to recite the 5th natural paragraph of the text

2. Comprehension and analysis of the third part

1. Students read 8 together , 9 paragraphs, which require reading out the author's feelings and sincerity, creating a situation, and entering a new lesson.

2. Paragraph 8 of guided translation: This paragraph is difficult to translate, the teacher needs to give more guidance

Students translate independently first, the teacher gives guidance, and then the group discusses and solves the problem

3. Analysis of the level of paragraph 8: teacher-student*** analysis:

The first sentence is to ask oneself to "become a teacher", expressing the determination to "resurrection of thieves" and firm will

The second sentence is two clauses, which is to distinguish responsibilities and raise expectations

The third sentence expresses gratitude

Write on the blackboard: Please order me to serve as a teacher——Expression Determination

Instruct Your Majesty: Use wise ministers - words of Xingde

It is better to make plans for yourself - consult Su Shandao Chanaya's words to pursue the edict

Express gratitude

4. Discussion: Is it okay if there is a semicolon after the first sentence and a period after "to show the blame"?

Clear: Not good. First, it is impossible to distinguish internal and external responsibilities; second, it is unable to highlight the author's determination to ask for orders; third, the "Xing De Zhi Yan" of the internal and external ministers took advantage of the situation and expressed the hope that "Your Majesty should also seek for himself", so as not to offend Liu Chan.

Speak freely and make sense

3. Reading guidance and recitation:

It is also required to pay attention to the hierarchy and use a variety of methods to combine recitation

IV. Assign homework

A. Write the full text silently (can be divided into sections)

B. Recite the full text skillfully