Teaching process: 1. Close to the eyes of poetry and proceed from "heart"
1, Teacher: What can I learn from reading poetry?
2. Exchange information collected before class about the Double Ninth Festival and Wang Wei. The origin of the Double Ninth Festival can be traced back to the early Han Dynasty. It is said that in the palace, on September 9 every year, Cornus officinalis is accompanied, fed with bait and drunk with chrysanthemum wine, in order to live longer. In the Eastern Han Dynasty, there was a folk custom of climbing the mountain on the Double Ninth Festival, so it was also called "Climbing the Mountain Festival". Where to climb, usually climbing mountains and towers. The custom of inserting Evodia rutaecarpa in the Double Ninth Festival was very common in the Tang Dynasty. )
3. Teacher: How to remember "memory"? What do you mean, vertically centered?
Memories come from the heart, and memories of the past will inevitably blend into personal emotions. What kind of mood does the poet feel when he recalls his loved ones on the Double Ninth Festival? Let's look for it in the poem.
Read the poem title to understand the origin of creation. Exchange information to lay a foundation for understanding and feeling poetry. Grasp the "memory" in the eyes of the poem and start from the side to guide students to think about what emotions the poet will have when writing this poem and stimulate students' reading expectations.
Second, understand poetry and have "meaning"
1, Teacher: Circle the new words and read them several times. Read ancient poems, so as to read them correctly and fluently.
2. Read aloud to each other at the same table and give comments, paying special attention to the pronunciation of new words.
3. Share literacy methods with each other at the same table.
4. Teacher: Read quietly and mark the words you don't understand.
5. Talk in groups about what you have read and what you haven't read.
6, combined with the teaching of new words, from the word and word to solve "don't understand".
Key guide:
(1) "Alien"-"Foreign Land" and "Stranger"
Recommended literacy methods: the difference from hieroglyphic "guide"
Students' oral word formation: foreign countries, different places ...
Teacher: What is a "foreign country"? (Other countries) What do you mean by "foreign land" and "stranger"?
② "every one"
Recommended literacy method: change the radical (peak, bee, front)
Students' oral language: Meet each other on holidays. ...
Teacher: Think about the meaning of "holiday" in connection with real life.
Teacher (Fan Xie): You should write inside first, then outside, so that the parting son can be written longer.
(3) "Remote"-"Remote knowledge"
Teacher: The poet lives in Chang 'an, and his hometown is nearly 200 kilometers east of Huashan. So far away, how did he know where his brother climbed and planted dogwood everywhere?
(4) "Insert"-"Insert all"
The teacher writes and guides the students to pay attention to the order of strokes on the right.
Teacher: Where is the "full-time insertion"? (Information provided: The ancients thought that inserting Evodia rutaecarpa on the Double Ninth Festival could avoid disaster, or put it on the arm, or put Cornus officinalis in it as a sachet, or put it on the head. )
Form comments: different: other, other; Meeting: knowing from a distance: inferring from a distance; Whole body: all over the body.
7. Teacher: Read the ancient poetry again, and try to understand the meaning of the poem by yourself with the help of the notes in the book and the notes formed after discussion.
Based on "reading more", every reading has a clear purpose, from reading well, to reading accurately, to reading "understanding" and "not understanding". Teaching focuses on "not understanding", and combining with the teaching of new words, we can understand the meaning of words. In the teaching of new words, we should focus on difficult words, review various literacy methods, pay attention to the order of words and guide the beautiful writing of words. There are many ways to understand the meaning of words, either from familiar words, from real life, from relevant materials, or from the context. Because there are few notes in this class, we will annotate the difficult points to reduce the slope for students' independent understanding. Students are new to annotations. Give them enough time and encourage them to read poems by themselves.
Third, imagine the picture, from "meaning" to heart
(A) collar: imagine "independence" and experience "homesickness"
1, Teacher: Reading Thinking: 17 years old, what does it feel like for Wang Wei to be a stranger in a foreign land? ("independence")
2. Teacher: There is a picture behind "independence". Let's plug in the wings of imagination, approach Wang Wei's life in those days, and look for his lonely figure scene by scene.
Come to the street, people come and go, very lively, he is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
Passing by the compound, relatives and friends get together to make a toast and stay with him _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
Traveling far away, tourists walk together and help each other. He _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
3. Teacher: What is the poet thinking? ("homesick")
4. Instruct reading aloud: No matter how much you miss your loved ones, you are still in a "foreign land"; No matter how lonely you are, you are still a stranger.
5. Reveal the learning method: the language of ancient poetry is refined, and you can combine poetry and imagine the picture after the word when learning. When you are there, you can naturally enter the poet's heart.
(b) Help: imagine "festivals" and experience "thinking of your loved ones more than once"
1, Teacher: Read it again and again. What kind of picture does the second poem show you?
2, the whole class exchanges, unified opinions: festivals are often the day of family reunion. Seeing the happiness of the people around him, the poet will inevitably think of reuniting with his family.
3. Teacher: Do you know any festivals? (Spring Festival, Lantern Festival, Dragon Boat Festival, Mid-Autumn Festival ...)
4. Teacher: Share the pictures you think of with everyone and walk into the poet's inner world together. (Provide sentence patterns: I miss my relatives more often during the festive season _ _ _ _ _ _ _ _ _ _ _ _)
5. Instruct reading aloud: Only at ordinary times, when people get together in raise your glass on holidays, the poet can only recall these pictures alone. Can you tell me about his mood at this time? ("North Qin Si")
(3) Let go: imagine "one less person" and experience "brotherhood"
1, Teacher: What kind of picture did you see after reading the last two sentences?
2. Intra-group communication.
On the basis of the students' speeches, give a hint: what will the brothers say? What would you wish for ("one less person")? (Contact Cornus officinalis for information: Cornus officinalis can take refuge to eliminate disasters. )
3. Read silently. What is the most regrettable thing about this picture? ("one less person")
4. Echoing reading: "One person is missing" is the pain of the poet at this time. "One Man Missing" keeps hitting the poet's heart. Let's express the helpless cry in the poet's heart together. One group reads the last two poems, and the other three groups repeat "one less person" in turn.
5. Teacher: On the surface, the brothers miss the poet, but all this is the author's guess. What can you see? (The poet misses his brother, and his brother misses the poet, which shows that "brotherhood is deep"! )
Teaching presents the ideas of "guiding", "helping" and "letting go". The design of learning method, according to the knowledge level and psychological characteristics of junior three students, is designed to experience the poet's emotion from the visual picture. Ancient poetry is like a vast ocean, a huge treasure house. The focus of teaching should be to cultivate students' autonomous learning ability and promote their sustainable development. Only when students have a certain ability of self-study, can they freely draw nutrition from the ocean of poetry. To understand the poet's feelings, there is also a "road" to follow, from "homesickness" to "homesickness twice" and then to "brotherhood"
Fourth, fight back and feel the "heart" of poetry.
1, Teacher: Learn the whole poem and then read Memory. Is it just memories? How to explain "memory" is more appropriate? (missing)
2. Teacher: Since Wang Wei misses his relatives so much, why not go back? (Understand the creative background: The poet was only 17 years old at that time, and worked hard to achieve fame and personal ideals in Chang 'an. )
3. Teacher: A good man is ambitious, not because he doesn't want to go back, but because he can't. This is a deep helplessness. Missing is like wine getting deeper and deeper. Only then can you write the famous homesickness article-"I miss my brothers on vacation in the mountains of Shandong", and the famous homesickness sentence-"I miss my relatives twice every holiday" was born.
4. Practice reading the whole poem and try to express the poet's homesickness.
Teaching returns to the "memory" in the poem title, which echoes the initial questions in the classroom and makes the teaching complete. Through the re-understanding of "memory", students are guided to grasp the poet's emotion as a whole. Only by understanding the creative background, having a more comprehensive understanding of the poet and realizing the poet's helplessness can we realize the deep yearning. On this basis, students can only have a deep emotional foundation if they practice reading the whole poem.
Fifth, guide reciting and transfer learning methods
1, reproduce three groups of pictures, and practice reciting by relying on the pictures.
2. Teacher: It is a good way to learn ancient poetry by imagining the pictures contained in the poem and understanding the poet's feelings through repeated recitation. I hope you can learn to use it when you study other ancient poems.
3. Recommended learning: another poem by Wang Wei expressing homesickness.
line
You have just come from our hometown, and we must understand the world. Did the plum blossom when you came to the engraved window of my house?
With the help of vivid pictures, it is actually to guide students to recite on the basis of understanding and improve the efficiency of students' recitation. At the end of teaching, review the learning methods and guide them to apply what they have learned. It is suggested to learn miscellaneous poems, provide students with the opportunity to stir-fry and sell now, and once again approach Wang Wei's heart to test students' mastery of learning methods. Let students learn and use it is the ultimate goal of our teaching.
Distribution of intransitive verbs
1. Look for other ancient poems written by Wang Wei, read them and recite them.
2. Try to teach yourself an ancient poem by imagining the picture.
2. The second grade Chinese teaching plan of "Thinking of my Shandong brother on vacation in the mountains".
I. Teaching objectives 1. Find relevant information to understand the author's life and creative background.
Expand your imagination and talk about the meaning of this poem in your own language.
3. Focus on the key words, read the poem beautifully, and experience the feelings revealed by the author.
4. Cultivate students' interest and ability to read ancient poems.
Second, the focus of teaching
Imagine the scene described in the poem and experience the feelings expressed by the author.
Third, teaching preparation: small blackboard recorder
Fourth, the teaching process:
(1) Review learning methods and introduce new lessons.
1, small blackboard demonstration: understand the poet's interpretation of poetry, understand poetry, understand poetry and recite poetry.
2. Tell the specific practices and requirements of each step in your own words.
Today, we will learn how to miss my brother in Shandong in the same way when we are on holiday in the mountains.
4. Board: The ancient poem "Thinking of My Shandong Brothers on Mountain Holiday"
(2) Understand the poet and solve the topic of poetry.
1. Who wrote this poem and under what circumstances? Do you know him?
(Students read the relevant contents in the materials collected after class)
2. What is the meaning of "memory" in the title? Does "Shandong" mean Shandong Province?
Can we talk about the meaning of the topic together? On the Double Ninth Festival, Wang Wei misses his brother in his hometown. )
(3) Understand words and poems.
1. Students can read freely by name until they are correct and fluent.
("Wei" should be read as "Wei" here)
Step 2 read it again. What don't you understand? And mark it on the book.
3. Show the words that students don't understand on the blackboard:
Different guests, every time, every time, every time.
4. use your head. How to understand these words?
Can you say the meaning of this poem word for word?
6. Students expand their imagination and talk about poetry in their own language.
(4) understand poetry and recite poetry.
1, which words do you think are well used in this poem? What did you learn from it?
2. Students discuss in groups.
3. communication.
I think the word "()" is well used, from which I realized ().
4. Can you read your feelings? Is there any classmate who can read better than him? Pay attention to the rhythm and mood.
5. Music.
(5) Extracurricular expansion.
1, which poem do you like best? Can you talk about it? Can you sing this poem emotionally?
2. Where have you seen or heard the poem "I miss my family more during the festive season"? Do you know what this moment means?
3. Play the song "Song of Seven Sons"
(6) homework:
1. Collect poems and songs with the theme of "missing".
3. The teaching plan of "Thinking about Holidays on the Mountain of Brothers in Shandong" in the second grade of primary school.
Teaching objective: 1. Students can learn about the contents of ancient poems, express the scenes described in the poems in their own language, and feel the poet's loneliness and yearning for their loved ones.
2. Learn the new words in this poem.
3. Read and recite poems with emotion.
4. Be able to learn a group of ancient poems about missing relatives and friends, and improve the reading comprehension ability of ancient poems.
Teaching emphasis and difficulty: on the basis of understanding poetry, feel the thoughts and feelings expressed by poets in poems.
Preparation before teaching:
1. Students preview and understand relevant knowledge and collect relevant materials.
2. The teacher prepares the courseware.
Teaching process:
First, expose the topic and solve the problem.
1, students, today we are going to learn a set of poems. First of all, we will learn from my brothers' mountain holiday thinking in Shandong (the courseware shows ancient poetry and its background).
2. What is September 9th? Do you know what the custom of this day is? What does "memory" mean? The teacher briefly describes the meaning of "Shandong" Who can say the meaning of the topic in their own language? What do you know from the title? What else do you want to know?
3. Who is missing? How much do you know about Wang Wei? A brief introduction to the poet.
Transition: Why does Wang Wei miss his relatives in his hometown? How did he express his ideas? Let's learn ancient poems together.
(Starting from the topic, let students organically combine extracurricular knowledge with what they have learned, stimulate students' interest in extracurricular reading, let students have an overall perception of the whole poem, and stimulate students' interest in learning through problem transition. )
Second, learn poetry.
1, Fan Du, read ancient poems together.
2. Students learn to understand poetry by themselves: first, read and understand poetry freely and underline the words they don't understand, and then discuss them in groups.
3. Check the situation of self-study: first, say the meaning of the poem you already know and put forward what you don't understand; Teachers and students solve problems together; Name it again; Finally, read ancient poems together.
4. The teacher said: Reading poetry is not only to understand the meaning of poetry, but also to understand and appreciate the emotions in poetry. What did you feel from this poem through the study just now? What kind of feelings do poets mainly express? Why do poets feel this way? How do you express your feelings?
5. Students can discuss freely in groups.
6. Exchange speeches. (Focus on the words "unique, different, times, times, and one less person" to experience. Let the students imagine the scene described in the poem and read it aloud emotionally. )
7. Perceptual reading.
In classroom teaching, in order to make students truly become the masters of learning and give full play to their subjective initiative, we must give them free learning space, trust students and let them understand the meaning of poetry. This part of the teaching should let students know that reading poetry is not only to understand the meaning, but also to read the emotion and artistic conception contained in the poem and teach students to feel the feelings from the poem. )
Third, review "Sleeping on Jiande River".
1. (exhibition poem) We have already learned this poem. Who will read it?
2. How does this poem express the poet's feelings? What can you see from those places?
3. What function does the poet see in expressing his feelings?
4. Perceptual reading.
Reviewing this poem can make students feel how to understand and appreciate the characters' feelings contained in it. Only by grasping the words in the poem, imagining and experiencing can we truly understand this ancient poem. )
Fourth, learn to "go to Guazhou".
1. (Show Poetry) Tell me the meaning of the topic, get to know Wang Anshi and briefly introduce the writing background.
2. Students teach themselves, discuss in groups, understand the meaning of the poem, and experience the emotions contained in the poem.
3. Class communication: report the results of self-study in groups.
(This step is to let students try to learn with the methods they have learned, so as to realize migration and application, make knowledge and methods gradually internalize into a kind of ability, improve students' autonomous learning ability, and lay the foundation for students' lifelong learning. Study and discuss in groups, so that students can enhance their sense of cooperation in mutual discussion and exchange, and realize the complementarity of their abilities. )
Verb (abbreviation of verb) summary.
1. Today, we learned two poems and reviewed one. What do these three poems have in common? What are the differences between poets in expressing their feelings?
Which of these three poems impressed you the most? Can you say a paragraph and use this poem?
3. Read three poems emotionally.
Today, we study ancient poems not only to let students appreciate the artistic beauty and linguistic beauty of Chinese, but also to improve their reading comprehension ability and accumulate beautiful words and phrases, and to encourage students to use them at an appropriate time. Only in this way can we really play the role of reading ancient poems. )
Sixth, homework.
1, students, you have left your parents and relatives and come to our experimental school now. You must be homesick. Do you want to express your thoughts? Try to write a poem or two to express your feelings.
2. Recite three poems.