Teaching objectives:
1. Master the new words in this lesson and be able to read poetry correctly, fluently and emotionally.
2. Understand the ideological content of poetry and improve your knowledge and understanding of life.
Teaching difficulties:
According to the age characteristics of the students, it is a teaching difficulty to understand the enterprising spirit praised by the poem. The way to break through is to read. As the saying goes, "Read a book a hundred times and its meaning will become apparent." Through reading aloud in a variety of ways, students can understand while reading.
Class schedule: two classes
Teaching process:
1. Preview and inquiry:
Question introduction:
1. Show Longfellow’s famous quotes and let students appreciate them.
When your hopes fail one by one, you must be firm and calm!
If you want to hit the target, you have to aim higher: every arrow shot will be affected by the gravity of the earth.
Failure may be a victory in disguise, and the lowest ebb is the beginning of the climax.
2. Writing topics on the blackboard. Understanding: Praise. Can you make up a word for "like"? (Praise, praise, praise...) "Praise" contains all these meanings, but it is a deeper level, which is "praise with respect."
3. Questions: After reading the topic, do you have any questions?
(Students raised questions: Why is the topic "Praise to Life"? Why should "Life" be "Praise"? What kind of life is worthy of "Praise"?)
Yes, What kind of life is worthy of praise? Let us enter the text with these questions and study the text.
2. Cooperation and exchange:
Check preview
(1) Check new words
1. Show: Zhao (referring to 生) Read, read together.)
The "日" on the left is like the sun. Under the bright light of the sun, everything is so clear and clear. This is the meaning of "Zhao". Make up a word for it. Bar. (Students say the word) Open the book, find the sentence where the word is, and think about which word can be used instead?
2. Presentation: stranded, riding the wind and waves
Imagine a small boat sailing on the vast sea and "stranded". What would it be like? What about "riding the wind and waves"?
(2) Check reading text
Instruct students to read in sections, requirements: correct and fluent. Others listen carefully.
(3) Thinking and discussion:
1. The teacher models the reading, and the students imitate the teacher's reading of the poem's cadences.
2. What kind of impression did the poem leave?
3. Use one word to summarize the meaning of the poem. (Students’ thinking)
4. (Write on the blackboard: Chuang.)
5. What is the main content the author wants to express?
3. Reading experience:
(1) Why do people want to "break"? Read quietly and think, which parts of the poem give us inspiration?
(The first, third, and fourth stanzas of the poem clarify this issue, and the following teaching should be carried out flexibly based on the students’ answers.)
A. Study of the first stanza.
1. Refer to the reading and talk about your own understanding.
2. What kind of people are "cows and sheep driven by fate"?
3. What kind of people are "generals in battle"?
4. What kind of person do you think you should be? Guide reading with emotion.
B. Study of the third and fourth sections.
1. Ask students to read the third section and explain their understanding. Writing on the blackboard: Gao Shang
2. Oral expression practice:
Who, and by what means, left their own footprints on the sand of time. (Students think and practice)
3. Before these great men became great men, they were the same as us, with the same body, the same blood, and the same flesh. They can live so noble, what about us? (Student: I can be as noble as them!) Refers to reading aloud emotionally.
Teaching Plan "Teaching Plan and Teaching Reflection for the Second Volume of Chinese Language for Grade 6 "Praise of Life""
4. When we are about to bid farewell to this world, we will see the footprints of great men on the beach of time. , how would you feel if you have an extra pair of your own footprints? Practice reading and pronounce this beautiful feeling.
5. "Chuang" can not only make yourself noble, but also influence others. Read the fourth section and think about who our efforts can have and what kind of impact? (Students think about the answer) Writing on the blackboard: Positive
6. Students, if you see many footprints added to the beach of time because of our efforts, how would you feel?
7. Guide the practice of emotional reading.
(2) Study of the second and fifth sections.
1. Now the students are asking: Do we need to "break out" when we live in this world? (To) How to "break through"? The poet also gave us inspiration. Read the remaining two sections and think carefully.
2. Ask students to read the second section and explain their understanding.
3. Do you really don’t have to think about the future? (Student: No) What should you think about?
4. Do we really have to forget the past? (Student: No) What should not be forgotten?
5. What does the poet want us to do? (Student answer)
Writing on the blackboard: Take action to ride the wind and waves
6. Guide the emotional reading of the second section.
7. Ask students to read the fifth section and talk about their understanding.
Writing on the blackboard: Calmly and steadily pursue ideal expectations
9. The poet once again issued a call to "action" to us. How should we "act"? (When students answer, review the writing on the blackboard.)
10. What rhetorical techniques are used in the whole poem? what's the effect?
Student A: The author uses metaphors to compare the stage of life to a battlefield.
Students have: also used the technique of parallelism, don’t dream about the future, don’t be nostalgic for the past. . . . .
IV. Consolidation and extension:
1. Students, through studying this lesson, what new understandings have you gained about life? Put pen to paper and write. (Student Exchange)
2. Longfellow’s song “Ode to Life” gave students a new understanding of life. (The courseware shows an image of Longfellow) Look, this is Longfellow, an old man with frost-stained beard and hair, and resoluteness in his deep eyes. He used vivid and wise words to dispel the fog in our hearts, guide us in the direction of progress, and inspire us to work hard and pursue continuously. I hope that all students can cheer up from this moment and become a "general" in life. Finally, let us recite this poem together.
Blackboard writing design: Praise of life
Take action
Noble and brave the wind and waves
Break into←————Calm and steady
< p> Actively and continuously pursue ideal expectations