1. Requirements related to curriculum standards
(1) Recite ancient poetry and be able to understand the basic content with the help of annotations and reference books. Pay attention to accumulation, perception and application, and improve your appreciation taste. (2) Have their own insights into the content and expression of the text, be able to put forward their own opinions, and be able to use cooperative methods to discuss, analyze, and solve difficult problems together. (3) Have your own emotional experience, initially understand the connotation of the work, and obtain useful inspiration for nature, society, and life.
2. Analysis of teaching materials
"Drinking" is a set of five-character ancient poems written by Tao Yuanming after he abandoned his official position and returned to seclusion. They are improvised works after drinking. Most of them express his heart and express his true feelings. In fact, I used the topic of "drinking" to write my feelings about worldly affairs and life. There are a total of 20 poems in this group, and this one has the most elegant and elegant style. The content of this poem is not difficult to understand, but the thoughts and emotions expressed in the poem are not easy for students to accept. Therefore, students should be able to better understand the emotions contained in poems with the help of finding relevant information.
3. Academic situation analysis
Eighth-grade students already have a certain foundation in the accumulation of Chinese knowledge and shallow-level understanding of poetry. However, the appreciation of poems and the understanding of the author's emotions have always been a difficulty for students. Therefore, students should be allowed to read aloud repeatedly, appreciate the rhythm of the poem, understand the connotation of the poem while reading, and experience the author's emotions while reading.
Objectives
1. Through reading, you can understand the rhythm of this poem;
2. Through annotation and appreciation, you can appreciate the vivid and vivid words and phrases in the poem. , meaningful sentences;
3. By combining the poet's life and creative background, the thoughts and emotions of this poem can be understood. Evaluation tasks
1. For goal 1, design an activity to allow students to read the pronunciation of words accurately, pay attention to pauses, grasp the tone, intonation, and speed of speech during reading, and understand different poems by comparing them with different poems. Different rhythmic characteristics of the body are used to test students' reading ability.
2. For goal 2, design an activity to allow students to grasp the key words in the poem, taste the meaning, and understand the main idea of ??the poem. Give students an example to understand the emotion conveyed by the key words, and then make an appreciation based on their own understanding to feel the refinement and expressiveness of the words used in the poem. At the same time, students’ ability to read and appreciate poems is tested during the activity.
3. For goal 3, design an activity to allow students to understand Tao Yuanming’s life and creative background based on the relevant information they searched before class, and to explore the thoughts and emotions expressed in this poem, so as to test students’ use of resources, and the ability to explore the themes of poetry.
Teaching process
Link 1: Situation introduction and introduction of new lessons.
Teachers and students talked about poetry related to wine, which led to Tao Yuanming and his poem "Drinking" (Part 5).
Session 2: Read poetry for the first time and understand the rhythm.
Activity: Ask students to read the poem freely and read out the rhythm of the poem according to their own understanding.
Reading guidance
1. Read together, and the pronunciation of the characters is required;
2. Students read and display by themselves, and the teacher guides the students to combine the seven-character rhymed poem in this lesson Comparatively read aloud the sentences in "Yanmen Taishou's Journey" and "The Proud Fisherman" to understand the rhythmic characteristics of different genres of poetry;
3. Students listen, read and present, paying attention to the tone, intonation, language speed.
(Evaluate students’ ability to pronounce words accurately, pause correctly, and have appropriate tone, intonation, and speaking speed)
Session 3: Annotation appreciation and poetry appreciation.
Activity: Ask students to select words, words, and meaningful sentences that they think are vivid and expressive, and appreciate them through annotation.
Appreciation guidance
1. Give students a specific example of annotation appreciation so that students can understand the perspective, content and form of annotation appreciation;
2. Students Annotate your own understanding, and the group will share, display, and comment;
3. The teacher provides timely feedback and comments to improve students' cognitive level and guide students to optimize their annotations.
(Evaluate students’ ability to read and appreciate poems)
Know people and discuss the world, explore the theme
Activity: Ask students to share the relevant background they found before class information to explore the thoughts and emotions expressed in this poem.
Inquiry guidance
1. Students communicate and discuss in groups, and share the information they have found with group members;
2. Teacher guidance, students explore
p>(1) By combining Tao Yuanming’s life experience and the creative background of this poem, we can understand that he lived in poverty but “didn’t give up for five buckets of rice” and maintained a noble and arrogant character, indifferent to fame and fortune. Retreat to the countryside and pursue the leisurely contentment of pastoral life.
(2) When reading poetry, benevolent people have different opinions and wise people have different opinions, but one must start from the poem itself and understand the "true meaning" that the author wants to convey.
3. Recite the whole poem with emotion and understanding of the main idea.
(Evaluate students’ ability to use resources to explore the theme of poetry)
Expand and extend
Activities: Students, today, we are far away from the era of Tao Yuanming What do you think of Tao Yuanming's pastoral life for thousands of years? Is there anything you want to say to him? Invite students to use the first-person tone, use the poems learned in this lesson, relate it to their own lives, and write a paragraph to talk about your views.
Attachment:
Required conditions: multimedia equipment, teacher-made PPT; print out "Drinking" (Part 1), one copy per person.
Homework design (for use after class): Read Tao Yuanming's "Drinking" (Part 1), combine the knowledge learned in this lesson, self-study "Drinking" (Part 1), and publish a handwritten newspaper, system It comprehensively integrates Tao Yuanming's life and creative background, poetic emotions, etc.