"Li Shihao" is the third of the last text "Three Poems by Du Fu" in Unit 5 of Grade 8 of junior middle school Chinese, and it is a standard experimental textbook for compulsory education. The first two songs have been learned in the first class, and students have a certain understanding of Du Fu's life and work style, so learning this song "Shi Qu Guan" should have a certain foundation.
The language of Li Shihao is simple and the content is relatively concentrated. It mainly describes that one night, when the author stayed in the village, an official caught Ding on business, the old man fled over the wall and the old woman came out to deal with it. A great deal of space is devoted to describing the old woman's speech, which reflects the misfortune brought to the old woman's family by the war and the process of asking for military service under the intimidation of officials. The next morning, the author said goodbye to the old man and hinted that the old woman had been taken away. The whole article is based on the old woman's speech, with action description and the use of sentences, which makes the article more vivid.
Second, talk about goals and difficulties:
Combined with the requirements of classical Chinese teaching in this unit and the characteristics of content, thought and writing of this course, combined with the actual situation of students, I set the goal of this class as:
1. Through reading aloud, grasp the ideological content and the author's emotion of Shi Quguan.
2. Read and recite the text with emotion.
3. Cultivate humanistic quality that pays attention to the reality of people's livelihood.
Combined with the actual situation of students, I will determine the teaching difficulties of this lesson as follows:
Teaching emphasis: to understand the content, artistic conception and the author's thoughts and feelings of poetry; Recite poems.
Teaching difficulties: try to appreciate poetry and understand the writing of Tibetan questions and answers.
Third, teaching methods:
1. Reading aloud method: Read aloud repeatedly with the method of "words cannot be separated from sentences, and sentences cannot be separated from the beginning", so as to promote speaking by reading. Because we grasp "reading", we grasp the essentials of Chinese teaching. Model essay reading, student reading, mutual evaluation, group presentation reading, two-part reading in turn and synchronous reading are all methods to grasp the content of the article as a whole, deepen the understanding and memory of the article and prepare for further analysis and appreciation.
2. Stimulating interest method: In order to stimulate students' interest in learning, I chose a variety of factors that students are interested in: guessing couplets, editing and directing textbook plays, situational dialogues, etc. To arouse students' awareness of participation and deepen students' understanding of the author and works.
3. Cooperative inquiry method: In the process of inquiry, according to the requirements of the new curriculum, I adopted the method of autonomy and cooperation, which is reflected in two aspects: (1) autonomy. Students preview independently after class, dredge the meaning of the text according to notes and reference books, analyze the characters, grasp the plot, understand the ideological tendency reflected in the works, and arrange the script. The teacher only gives appropriate instructions. (2) cooperation. Let students discuss and solve some difficult problems in cooperation, brainstorm, cultivate students' divergent thinking and cooperation ability, and experience collective strength and cooperation happiness. For example, the official only appeared twice, but took the "Ishigaki official" as a topic. What is the reason? Why hide the arrogance and ferocity of officials? How to understand the author's silence?
Fourth, say design:
Introduce new courses:
1. Stimulate interest Introduction: Show couplets: the sufferings of the people, the waves at the bottom of the pen; The world is scarred, and the poet is a saint. Ask "The celebrity we are going to contact today is to guess who he is in these two couplets"? Design Intention: Understanding Du Fu with Zhu De and Guo Moruo's couplets can arouse students' interest, deepen their understanding of Du Fu and set off the classroom atmosphere. )
Check and recite the "spring watching" you learned last class. Today, we are going to learn a long ancient narrative poem "Stone Trough" at the same time as "Spring Watch". (blackboard writing topic)
2. Introduction background: Du Fu had a clearer understanding of reality during the Anshi Rebellion, and successively wrote such famous articles as Sad Chen Tao, Spring Hope, Northern Expedition, Qiang Village, Three Officials and Three Farewells. (Design intention: introduce the writing background, reduce the difficulty for students to understand the author's emotion, and make a good preparation)
(2) Reading poems aloud
Steps: Listen to the recording of reading aloud-independent reading aloud-group reading aloud-demonstration reading aloud (chorus reading aloud, role reading aloud, two rounds reading aloud, etc. Design intention: bring students into the story situation through various reading forms, grasp the content of the article as a whole in Lang Lang's voice, deepen the understanding and memory of the article, and prepare for further analysis and appreciation. )
Retell the story
What kind of story does this text tell us? Please try to repeat it in the first person. On this basis, the context of this narrative poem is clarified.
Clarity: the main part of this article is the "speech" of the old woman, and the first four sentences of the poem are the origin of "speech", which also explains the time and place of the story; The last four sentences are the end of this matter, suggesting that the old lady has been taken away by the police.
(Design intention: walk into the text in the story retelling and communicate with the text. It can not only train students' language generalization ability, but also guide students to better clarify the content and writing context of the article. )
(D) Interpretation of poetry
If you were a director and adapted this poem into a play, how many scenes would you arrange? Tell me what you think.
Design intention: reproduce the content of the text in a three-dimensional way, guide students to go deep into the text, grasp the key points of article writing, and strive to stimulate students' interest in learning. )
1. Listen to the sufferings of women
Look at the link of "Listening to Women" and think about it: What aspects of the old woman's suffering are written in this part?
Clear: the pain of losing a child; Embarrassing pain; The pain of applying.
2. Anger of officials
(1) What words do you think are the most expressive when expressing officers?
Qing: grab, shout, and be angry; Night, long night.
(2) Some people say that the old woman's "remarks" in "Stone Trencher" were all suppressed by officers. Do you agree with this statement? Why? (Guide students to understand the writing methods of Tibetan questions)
Discuss and communicate in groups and fill in the blanks.
Stone trough official: _ _ _ _ _ _ _ _ _ _ _
Old woman: Three men are guarding Yecheng. One man attached a book, and two men died. Those who drag out an ignoble existence are dead!
Stone Officer: _ _ _ _ _ _ _ _ _ _ _
Old woman: There is no one in the room.
Stone Officer: _ _ _ _ _ _ _ _ _ _ _
Old woman: Only one breast has grandchildren.
Stone Officer: _ _ _ _ _ _ _ _ _ _ _
Old woman: I still have a granddaughter who hasn't left, and I can't finish wearing my skirt.
Stone Officer: _ _ _ _ _ _ _ _ _ _ _
Old woman: Although the old woman is weak, please come back at night. If you are in a hurry to serve Shirley in the river and Yang, you might as well prepare the meal in the morning.
(Design intention: Go into the text, on the basis of combing the level of the article, grasp the key words to dig deep into the text content and experience the character; Understand the writing style of the article by situational dialogue, and understand the language characteristics of the author's "language is not surprising and endless"; Break through the teaching difficulties. )
Step 3 examine the author's feelings
How do you read the author's feelings from this poem? Why didn't the poet come forward? How do you understand the author's silence?
Qing: Contradictions, the country urgently needs more soldiers, Dante is strong and tired, and soldiers are tired. The whole poem unfolds a historical picture in this contradiction; Worry about the country and the people.
Supplement: It is better to abandon the roadside than to marry a woman and ask for a husband. -"The Newly Married Couple"
Don't worry about the wedding, work hard. -"The Newly Married Couple"
Children and grandchildren were all killed on the battlefield, and war requires death. -Farewell, old friend.
Design intention: talk to the author, walk into the author's inner world, and experience the author's feelings and predicament of worrying about the country and the people; Break through the teaching focus of the article. )
(5) Ask and read poems
Do you have any questions after learning the stone trencher? Bring it up for discussion.
(Design intention: It is very important to cultivate students' problem consciousness; Go into the text again in questioning and reading, check for missing parts, deepen understanding, and do it: know what it is and why. )
(6) rewriting poetry
Rewrite the Trencher into a story.
[Hint] Shi Haoguan and the old woman are the main characters in the poem, so they should be good at using imagination to describe their actions, language and demeanor. You also need to add some stories that actually happened but were hidden by the poet.
Discussion and communication: a concrete description of the environment
A detailed description of the characters (see illustration)
Enrich stories
Design intention: enrich the story of the article by rewriting, practicing selection and organizing materials; At the same time, effectively use the illustration resources of the article to cultivate students' imagination and expression ability; Reflect students' personalized interpretation and expression of the text. )
(7) Recommended reading
After class, read the other five articles of Du Fu's "Three Officials" and "Three Farewells" to understand the author's thoughts and feelings.
Three officials: Xin 'an official and Tongguan official.
Three farewells: farewell to the wedding, farewell to the old and welcome the new? homeless
Design intention: arouse students' reading expectation, extend Chinese learning to extracurricular activities, and further deepen students' exploration of the text; Expand students' thinking space, broaden their horizons and increase their knowledge in extracurricular reading. )
(8) Homework
Recite and write "Trencher"
(Design intention: strengthen the foundation, attach importance to and standardize writing; Complete the further understanding of the text in the process of reciting and dictation, so as to be accurate. )