1, knowledge and ability objectives:
① Grasp the emotional tone of poetry and read poetry with emotion.
(2) Understand the philosophy contained in poetry and cultivate students' ability to appreciate poetry.
③ Cultivate students' ability to write short poems.
2. Emotion and values goal: face the setbacks in life correctly.
Second, the teaching emphasis and difficulty:
(1) Read and recite the whole poem.
② Understand the philosophy contained in the poem.
③ Apply what you have learned and cultivate students' ability to write short poems.
Third, teaching methods:
Autonomy, cooperation, inquiry, reading, tasting, speaking and writing.
Fourth, the schedule:
1.5 class hours
Five, teaching AIDS:
Ppt courseware
Sixth, the teaching process:
(1) throwing stones-introducing new lessons (2 minutes)
(2) Find your way-read aloud with music (8 minutes)
(This link grasps the emotional tone of poetry through students' free reading, teachers' demonstration reading, students' free reading and synchronous reading as required, and cooperative reading of different roles: cordial, gentle, warm and frank persuasion and self-motivation, and deep inner monologue, which not only mobilizes students' reading enthusiasm, but also makes them more familiar with poetry in repeated reading and prepares for the next reading comprehension link. )
(3) Distinguishing the Way-Reading Comprehension (15min)
1, students silently read poetry, taste the language of poetry, or ask questions.
Students' questions may include:
What do you think "cheat" means in the sentence "If life deceives you"?
(2) How to understand the meaning of "the past will become a kind of nostalgia" in the poem?
▲ The teacher suggested the comprehension methods of poetry reading: ① being good at grasping key words; ② Combining the author's writing background (knowing people and discussing the world); ③ Mobilize real life experience; And tell the students to combine their own information, mobilize their own life experience to taste poetry or solve their own problems.
2. Students communicate with each other in reading, and teachers project to solve possible problems for students.
Please talk about your feelings of reading poetry in concise language.
4. Read the full text.
(4) Road Extension-Extension (7 minutes)
1. Read My Heart, Don't Be Melancholy by German poet Heine and ode to the west wind by British poet Shelley.
2. The teacher introduced the creation background and style of these two poems.
3. Students read sentences with similar meanings in these two poems and communicate with each other.
(5) Transfer of walking ability (27 minutes)
1, sentence imitation exercise
Imitate the first section of If Life Deceives You, and continue to write the following poem.
If life,
Don't, don't!
need
Believe it,
Please pick up the pen in your hand and try to write some short poems to friends and relatives who have suffered setbacks, encouraging them to face setbacks with a positive and optimistic attitude, or encouraging themselves: you can start with "If life deceives you" or create your own.
3. Teachers instruct students to write poems and provide some words for students' reference.
4. Students show their poems, and teachers and students exchange comments.
5. Teachers show their own poems "Song of Frog" and "Spring &; 8226; Thinking "
6. Summarize some small methods of poetry creation.
(1) Read more famous books and imitate more (words with similar meanings can be used instead)
(2) according to the need to express feelings, choose the right image.
(3) Use appropriate rhetorical devices and expressive devices, such as metaphor and symbol.
4 temper the language.
(6) Close the online class summary (1 min)
Life is like sailing in the sea, it can't be calm forever, and life is often unsatisfactory. When we encounter setbacks, please encourage yourself with the following famous saying! Yes, please bravely put away our tears and face them positively and optimistically, because the sun is always after the storm, and only after the storm can we see the rainbow! May all students become strong in life!
(In this link, let the students read the supplementary material 5, cultivate students' healthy attitude towards setbacks, take care of the poet's feelings and increase students' classroom accumulation.
Teaching reflection:
Since joining the school's Chinese research group, I have gone deeper into a thinking level when preparing lessons-how to use teaching materials for my own use, effectively improve students' reading and writing ability, and often practice them in teaching. 20 10 in March, I gave a lecture on poetry appreciation and creation.
As far as I know, few colleagues regard poetry teaching as the topic of open class, because it is not easy to shine, but I know there are tigers in the mountains, and I want to make some new attempts on the topic of poetry teaching.
From the perspective of teaching design, traditional poetry teaching is nothing more than two main links: reading-appreciation. On this basis, I added a link-creation, so that students can apply what they have learned and truly implement their writing ability. Yu Yingchao said that a good teaching design should be reflected in "full student activities and rich classroom accumulation". I adopted "reading mode with music" when designing the reading link-students' free reading, teachers' demonstration reading, students' free reading and synchronous reading as required, and role-based cooperative reading. Under the background of melodious light music, students' reading enthusiasm is fully mobilized, and they are more familiar with poetry in repeated reading and prepare for reading. In the reading session, I let the students read and communicate fully, and also made use of the German poet Heine's Heart, Heart. The English poet Shelley's You Don't Be Melancholy and ode to the west wind broaden your mind, lay a good foundation for future poetry creation, and enrich students' accumulation in poetry creation. From easy to difficult, the teacher's careful guidance and some reference words not only increase students' classroom accumulation, but also reduce the difficulty of creation. Students can choose according to their own abilities. In order to achieve the goal of everyone's participation, teachers' examples and poems provide students with a new angle of thinking and stimulate their creative interest and confidence. After the whole class, the teaching rhythm is compact and interlocking. Students can read, think, taste, speak and write. The activities are very substantial and the classroom accumulation is not small.
In terms of teaching methods and teaching effects, I adopted the teaching methods of autonomy, cooperation and inquiry and the teaching methods of reading, tasting, speaking and writing in this class, which really gave students the autonomy in class and allowed them to exercise their reading, tasting, speaking and writing abilities in full classroom activities. They spoke actively, expressed their views on setbacks, and wrote down some things such as "believe it!" Colleagues who have heard beautiful poems such as "the morning light will eventually cross the sky" and "the ice will definitely warm up" have fully affirmed this.
However, this course still needs some improvement. First, the teaching evaluation language is too single, and the influence between teachers and students is not enough. Teaching language is the true embodiment of teachers' teaching wisdom. Teachers' refined and beautiful language can guide students to win, and gentle and friendly dialogue can greatly increase students' confidence. A variety of evaluations in a language can make students feel happy and stimulate their enthusiasm for participation. But I only pay attention to designing refined and beautiful leading language and interlanguage. However, insufficient attention is paid to the language of classroom evaluation, which leads to the collision with students and ignores the revision and promotion of poor students' poems. Considering the progress of the class, in the display of students' poems, only the excellent poems of students are displayed and commented, while the modification and promotion of poor students' poems are ignored, which to some extent dampened the creative enthusiasm of poor students and wasted the teaching resources at hand.
There is still a long way to go in Xiu Yuan, and I will go up and down for it. In the future teaching practice, I will always adhere to the concept of serious exploration and bold experiments, learn lessons and sum up experience, so as to improve my teaching level.