Teaching plan design for sunrise in Mount Tai I. Teaching objectives:
1. Understand the author's life experience and perceive the text as a whole.
2. Read the text carefully, and experience the author's unrestrained emotion, fantastic imagination, gorgeous words and the author's poetic and clever words in the article.
3. Understand and experience the author's enjoyment of mysterious beauty, which gives people new vitality.
Second, the difficulties in teaching:
1, Focus: Experience the punch line of the article and compare Liu's Sunrise on Mount Tai.
2. Difficulty: the poetic beauty permeated by the article.
Third, the schedule:
Two class hours
Fourth, the teaching process:
1, import a new lesson:
Sunrise landscape is magnificent, many people will praise it, describe it and describe it, but most of us don't know how to write it, and we are at a loss. This essay by Xu Zhimo only selects a short scene of the sunrise on Mount Tai, but under his wonderful pen, the whole sunrise scene is described as colorful, unpredictable and dazzling.
2. Preview before class (students read the text by themselves and solve the new words)
3. Read the following words:
There is no (Yan) wake-up (cuó) thick (I) fog (míng) layer.
4. Introduction to the author:
Xu Zhimo (1897 ~ 193 1) is a modern poet and essayist.
5. Explain:
This article is selected from The Balance of Paris.
As a master of oriental literature, Tagore not only has the reputation of "Tianzhu Sage", but also won the first worldwide poet in Nobel Prize in Literature. On the eve of 1924' s visit to China, "Tagore fever" raged. Xu Zhimo used the "sunrise on Mount Tai" as a metaphor for Tagore's literary creation and his visit to China, which expressed the admiration of China poets for Tagore. It was a wonderful metaphor. What a heartfelt hope, what a warm welcome and what a wonderful visit! With his brilliant imagination and language, the poet painted an unforgettable picture of welcoming the sun.
6. Read the text again and read it together.
7. Interactive learning:
Interaction 1: Sunrise is also described. Compare Liu and Xu Zhimo's sentences describing the moment when the sun rises, and point out the most vivid things they describe.
Qing: Liu: See page 4 of the textbook.
Benefit 1: The sun was originally a fixed shape, but Liu described it as a liquid (boiling), which was particularly novel and was Liu's creation.
Benefit 2: Liu chose a series of dynamic verbs to express the powerful power of sunrise (sitting up, flashing, splashing, rushing up, bursting, breaking through, leaping, etc.). ). The dynamic words express the great momentum and strength of the sunrise moment, which is extremely majestic and magnificent, and it is really full of weather.
Benefit 3: "The moment when the bright day bursts out of the night sky", which is mixed with the author's unique feelings. The alternation of morning light and night is the alternation of the world about to pass and the world about to come. Here, the author thinks of the magnificent scene of New China, and at the same time makes a pun.
Xu Zhimo: See the textbook 10.
Benefits: It vividly depicts the hope and yearning for the sunrise and the subtle feeling of beating when the sun rises. It seems that the author is calling, urging, staring and assisting the sun to complete this great birth.
Note: Teachers can ask students to find out Turgenev's wonderful description of sunrise and compare its subtleties.
Turgenev: See page 2 of the textbook.
Benefits: This metaphor describes the acute and delicate feeling of dazzling bright color (light) (the color is described exquisitely); In addition, the author's subjective feelings and objective nature are skillfully combined emotionally, and the jumping of the light beam, the beauty of the rising sun and the tranquility of the morning have all become "solemn joy". Vivid and exquisite.
Interaction 2: After reading the full text carefully, we will find that this article does not completely describe the sunrise scene, but actually expresses the author's desire for light. Do you feel the same way? What descriptions show this desire?
Clear: See textbook 9: 123456, page 10.
In this paper, light is a pun, referring to the light of sunrise and the light of society. Light (that is, the East) appears repeatedly in the text, especially the warmth between the lines, which makes people feel that this is not just natural light. Facing the dark social reality at that time, the author was not passive and decadent, but actively called for the arrival of light. Articles such as Guangming, Resurrection, Hyatt Regency Hotel all show the spirit of the May 4th Movement. The author's exaggerated joy is to cheer and praise the May 4th New Culture Movement. The interaction of sadness and joy in the article also shows that the light is hard to come by. It experienced a long night's deep sleep (painful and humiliating waiting), broke through many obstacles and was awakened. This difficult acquisition made the author mixed feelings of sadness and joy.
Interaction 3: In addition to the wonderful description of sunrise, the author of this paper also focuses on the sea of clouds before sunrise, and combines the second topic of "reading practice and exploration" to talk about the subtleties of several writers' descriptions of the sea of clouds.
Clear: See pages 8 and 9 of the textbook, 1 1.
Heine: Compared with the bare dry soil on the flooded plain.
Yao Nai: It is comparable to dozens of Li's Complex Spectrum.
Xu zhimo: before sunrise: sheep (docile and quiet)
After sunrise: animal-shaped waves (smart, lively and full of vitality)
Interaction 4: This article is lyric prose. In addition to moving people with emotion, its gorgeous rhetoric and beautiful language left a deep impression on us. We should carefully taste sentences with strong sense of rhythm and rich meaning.
Clear: look at the topic "the accumulation of word flavor" after class.
Language: 1) Novel collocation (vivid)
2) improvise according to the meaning of words (fresh and elegant)
Interaction 5: Compare the similarities and differences between Liu and Xu Zhimo.
Qing: Liu: I got excited only after writing the scene thoroughly, and gradually induced the readers to get excited, so as to avoid the readers being indifferent because they couldn't keep up with the itinerary (building momentum step by step, rendering it again and again, and finally launching a magnificent high-altitude spectacle).
Xu Zhimo: He is very good at arousing readers' emotions, developing step by step with the author. Xu is a romantic poet. His mood came quickly and suddenly, which surprised the readers. His dramatic suspense aroused readers' interest in reading. (at first, I was careless and lazy, and the pen turned "sure enough". The reader's mood has not kept up with the exciting scenery of the author who surprised the reader. It is not necessarily amazing and shocking at once. The common writing methods of lyric articles are all based on the author.
Liu: 1) A new description angle.
2) far-reaching ideas
3) the expression technique is ingenious
Xu Zhimo: Gorgeous words, novel ideas, gorgeous colors and rich musicality.
Teaching Summary Sunrise on Mount Tai was written by Xu Zhimo at the request of Zheng Zhenduo, editor-in-chief of Novel Monthly, to welcome Tagore's visit to China. "Sunrise" points out the content described in this article, and "Mount Tai" defines the place to watch the sunrise. The author compares Tagore's literary creation and his trip to China with "Sunrise on Mount Tai", expressing the admiration of China poets for Tagore.
The first problem encountered in teaching is the metaphor of "giant". Who does this giant mean, Tagore or the author, or some other metaphor? Students don't quite understand. What do we do? My method is to let students experience from reading: find relevant paragraphs, let students read them repeatedly, and if necessary, I also do model essay reading, so that students can listen carefully. I teach two classes of Chinese, and the first class doesn't have model essay reading, so the effect is not as good as the last class. ) Then think about what a giant really means.
Comparatively speaking, if the teacher makes an explanation at this time to help the students solve their doubts, maybe what the students get, I think, is neither the fun of participating in teaching activities nor the way of thinking to solve problems, let alone making Sunrise on Mount Tai really become the students' Sunrise on Mount Tai.
Let students experience in reading. Although this method takes a long time, students are deeply impressed by the knowledge gained in this way. Sunrise on Mount Tai has really become the students' Sunrise on Mount Tai, not just the textbook Sunrise on Mount Tai.
Language taste is also a difficult point for students. After more than a year of training, students have not mastered the methods of appreciating sentences and savoring languages well. Basically, it is impossible to have a unique understanding of sentences from the perspectives of rhetoric, verbs, emotions and philosophy. Therefore, in this class, I will focus on understanding the taste of language from the perspective of metaphor and other rhetoric, and encourage students to have their own views. I don't ask students to completely unify their answers and reference answers. The learning method is the most important. The reason why only one angle is selected for guidance is also based on the actual situation of students. Hair and beard can't be caught at once, but step by step.
The disadvantage of this course is that students don't quite understand the significance of welcoming Tagore and praising unknown so for Tagore. I think it's due to insufficient preparation before class. Look for objective reasons, perhaps the hasty use of new textbooks. In the future, we must take all kinds of situations into account before teaching, try our best to make the classroom perfect, and usually charge more teaching fees. In the final analysis, there are subjective reasons for the problem.