The following is the Chinese ancient poetry courseware I compiled, welcome to read.
Teaching objectives
1. Be able to recognize 4 new words, be able to write 7 new words, and be able to correctly read and write words such as "jasper, makeup, cut out, scissors, colorful".
2. Recite two poems.
3. Be able to express the meaning of the poem in your own words, understand the poet’s love for nature in spring, and appreciate the beauty of nature.
Teaching focus: Be able to express the meaning of poems in your own words.
Teaching difficulties: Understand the poet’s love for nature in spring.
Preparation of teaching aids: Collect relevant information about two ancient poems; recite ancient poems about spring.
Preview outline
1. Read poetry freely and learn to read independently.
2. Collect ancient poems about spring.
3. Collect relevant information about two ancient poems. < /p>
2. There are countless poems praising spring. Today we will walk into the charming spring with the ancient poets He Zhizhang and Zhu Xi, and see what they praised about spring respectively?
2. Solve the problem of "Ode to the Willows" on the board
1. Look at the title and tell me what "chan" means? (Yang means to describe it in the form of poetry. In this lesson, it means to sing or praise.)
2. Who can Let’s talk about the meaning of “Yong Liu”. (Who praises the willow tree? Ask for a complete explanation.)
3. Introduction to He Zhizhang.
He Zhizhang (659-744) was a poet of the Tang Dynasty. His courtesy name was Jizhen, and he called himself "Siming Kuangke" in his later years. A native of Yongxing, Yuezhou (now Xiaoshan, Zhejiang Province). He became famous for his literary works when he was young. In 695 AD, he was promoted to Jinshi and served as minister of the Ministry of Works and other officials. In his later years, he made friends with Li Bai, wrote poems and essays after drinking, and was in high spirits. He specializes in calligraphy, especially Zhangcao official script. One volume of his poems is preserved in "Complete Poems of the Tang Dynasty", and 20 poems are preserved in Japan. The poems describing scenery are relatively fresh and popular. In addition to the "Ode to the Willows" in this lesson, there are also "Poems for Picking Lotuses" and "Book of Returning to Hometown" which are widely recited. )
3. Read ancient poems by yourself and initially resolve doubts
1. Read ancient poems correctly and fluently, and recognize the new words "Yong, Sui".
2. Read the poem by name and be reminded to pronounce "绦", "绦" and "妞" correctly.
3. Understand the main idea of ??the poem based on the annotations.
4. Group communication; clearing up doubts among each other.
4. Understand while reading and experience the poetic mood
1. Read the poem by name and talk about your understanding of the poem.
2. Communicate with the whole class and use the camera to point out:
(1) What is compared to what in the sentence "Jasper makes up a tree as tall as a tree"? (The branches and leaves of the willow tree are compared to jasper. ) ”
The camera guides students to understand the following words:
A. “Jasper”, green jade, here the branches and leaves of the willow tree are compared to jasper.
B ."Make up", dress up.
C. "一树" means full tree. The word "一" here does not mean quantity, but means full, complete and whole.
The meaning of the whole sentence is: The tall willow tree is covered with emerald new leaves, which looks like it is decorated with jasper.
(2) What does "green silk ribbon" refer to? Why is it called willow branch. Is it a "green silk ribbon"? (Imagine and experience the length and softness of the willow branches)"
The camera guides students to understand the following words:
A. "Ten thousand" generally refers to willow branches many.
B. "绦", a kind of ribbon made of silk.
The meaning of the whole sentence is: Countless wickers like green ribbons hang down from the tree.
(3) Talk about your understanding and experience of “I don’t know who cuts the thin leaves”. (Appreciate the small and neat willow leaves, and appreciate the great magic of nature)
The camera guides students to understand the following words:
A. "Thin leaves", the new sprouts of willow trees are thin and Young leaves.
B. "Cut", cut.
The meaning of the whole sentence is: Whose skillful hands cut these thin leaves?
(4) What does "February spring breeze like scissors" compare to? What? Why is it such a metaphor?
The camera guides students to understand the following words:
Like, as if.
The meaning of the whole sentence is: It turns out that the scissors were cut by the spring breeze in February!
3. Combine understanding and practice reading with emotion.
(1) Practice reading by yourself and imagine while reading.
(2) Named reading, teacher and student comments.
(3) Reading instead of speaking, teacher-student cooperation: the teacher reads the prose aloud, and the students respond with appropriate verses.
Teacher: Look at the tall willow tree, which is covered with new emerald leaves. It looks like it is decorated with jasper. It is so green! The thousands of hanging willow branches are soft and long. , swaying in the wind, much like a green ribbon!
Health: The jasper is made up as high as a tree, with thousands of green silk ribbons hanging down.
Teacher: Look at the small, newly grown willow leaves. They are thin, pointed, and neat. Who cut them? It turned out to be the scissors of February Spring Breeze. Yes!
Student: I don’t know who cut out the thin leaves. The spring breeze in February is like scissors.
4. What is the main content of the first two lines of this poem? (The beautiful color and shape of the willow tree in the static state.)
5. What is the main content of the last two sentences of this poem? What form are used in these two sentences? (Imagine and experience the dynamic scene of the spring breeze cutting the willow leaves, that is, the scene of the willow leaves flying and fluttering in the spring breeze) (self-question and answer)
6. Guide reading of ancient poems and imagine the beautiful scenes of spring during the reading. .
Jasper is made into a tree as high as ten thousand green silk ribbons hanging down.
I don’t know who/cut out the thin leaves, the February/spring breeze/is like/scissors.
(1) Students are required to grasp the rhythm, pay attention to pauses, and read the rhythm of the poem.
(2) The first two sentences describe willow, and the last two sentences transition from writing about willow to writing about spring. From the description of the whole poem, you can understand what kind of attitude the poet has towards willow and spring. (Praise willow trees, praise spring)
5. Read and recite this poem repeatedly
6. Learn new words in this poem
1. Show the new words Recognition and reading: Yong, Bi, Zhuang, Tai, Shen.
2. Observe by yourself and share literacy methods collectively.
Yong, chanting by mouth, is related to the mouth, so the word "口" is next to it;
Si and Bin are related to the river, and the left side is beside the three-point water;
< p> 绦, related to silk weaving, the left side is next to the twisted silk.Tailor, related to clothes, inside is the word for clothes: scissors, to cut with a knife, below is the word knife;
Makeup, dressing up, women often dress up, on the right is next to the word female . < /p>
4. Students practice writing.
The second lesson
1. Review introduction
Memorize "Ode to the Willow" together.
2. "Spring Day", Explanation of Title
1. How do you understand "Spring Day"? (The title of the poem means in spring. The whole poem is about the author's time in spring Traveling here, I saw the infinite spring scenery, gained some insights from it, and elaborated on my own philosophical thinking)
2. Introduction to the author
Zhu Xi (1130-1200) was a thinker and educator in the Southern Song Dynasty. Home, writer. The character Yuan Hui, the nickname Hui'an, Hui Weng, also known as Ziyang and Kaoting. He read widely, annotated many classics, and made varying degrees of contributions to classics, history, literature, music, and even natural science. Zhu Xi's poems are rich in philosophy but not lacking in poetic flavor. They combine discussion with description of scenery and have a unique style.
3. Read ancient poems by yourself and initially resolve doubts
1. Read the poems correctly and fluently, and recognize the new characters "Si, Bin".
2. Read the poem by name, reminding you to pronounce "sheng", "si" and "bin" accurately.
3. Understand the main idea of ??the poem based on the annotations.
4. Group communication: clarify each other’s doubts and discuss difficult points.
IV. Read ancient poems aloud, understand the poetic meaning, and experience the feelings.
1. Read the poems by name and talk about your understanding of the poetic meaning.
2. Whole class communication, camera guidance:
(1) The author went to Surabaya to look for spring. What did he see? Can you imagine anything that is "new"? (Guidance) Students use their own life accumulation to concretely perceive "the boundless scenery is new for a while")
The camera guides students to understand the following words: (reference for lesson preparation)
A. "Shengri", that is, a sunny day , a nice day with clear weather.
B. "Xunfang", touring and enjoying the beautiful scenery.
C. "Sishui" is the name of water in central Shandong Province. It originates from the southern foot of Dongmeng Mountain in Sishui County, Shandong Province. It is named because of the coexistence of four sources. It is a tributary of the Huaihe River and flows through Qufu. It is also the place where Confucius lectured and was buried near his death.
D. "Bin", waterside. "Looking for beauty" by Surabaya actually means pursuing the path of sainthood.
E. "Scenery", scenery.
F. "One moment", one hour, here describes a very short time, a moment.
The meaning of the first two sentences is: On a sunny day, the poet went to the Sishui Basin where Confucius once stayed to enjoy the scenery. The scenery there is infinite, and many fresh and wonderful scenery suddenly come into view.
(2) What does "a thousand purples and reds" mean about spring? Can you explain it in detail? (Use pictures to perceive the colorful colors of flowers and the beautiful scene of spring)
The camera guides students to understand the following words: (lesson preparation Reference)
A. "Lei Lei", ordinary and casual.
B. Know, realize.
C. "East wind side" refers to the appearance of the spring breeze. Because the southeast wind is mostly blowing in spring and summer in our country, the spring breeze is called the east wind.
D. "A thousand purples and reds" describes the scenery of hundreds of flowers vying for beauty.
E. "Always", all.
The meaning of these last two sentences is: People usually know that there is a spring breeze, but if they really know it, they can only see the colorful scene. In other words, when the spring breeze comes slowly, all kinds of scenery take on a new look. Only with the spring breeze can we have this boundless beauty.
3. Combine understanding and practice reading with emotion.
(1) Practice reading by yourself and imagine while reading.
(2) Named reading, teacher and student comments.
(3) Reading instead of speaking, teacher-student cooperation: the teacher reads the prose aloud, and the students respond with appropriate poems.
Teacher: On a bright spring day, I strolled to the Sishui River to look for the spring scenery. Ah, looking around, everything looked brand new, without the paleness and desolation of winter.
Health: The sun is shining and the fragrance is gradually approaching the waterside, and the boundless scenery is new for a while.
Teacher: People usually know that there is a spring breeze, but if they really understand it, they can only see the colorful scene. You see, the spring breeze is coming, and all kinds of scenes take on a new look. Everywhere is colorful, and flowers are blooming. Only with the spring breeze can we have this boundless beauty.
Sheng: It is easy to recognize the east wind, and it is always spring with its colorful colors.
4. Recite ancient poems.
5. Learn the new characters in this poem
1. Show the new characters to read: Bin, Zi
2. Memorize the glyphs and communicate as a group.
The seventh stroke of the character "Bin" is one stroke, not two strokes; don't lose a little bit of "糸" below the character "Zi".
3. Students practice writing.
VI. Homework
1. Recite two ancient poems.
2. Poetry and painting.