The last lesson teaching plan 1 teaching objectives
1. Accumulate words and master the sounds, shapes and meanings of words like "choke, step, punish, pray and regret".
2. Understand the author and the background of the times, and understand the general methods of reading novels.
3. Grasp the characters' thoughts and feelings by describing their language, actions and psychological activities, understand this writing method, and learn to use this method to stimulate their imagination and develop their thinking potential.
4. Understand the strong patriotic feelings expressed in this article.
Teaching focus
Through Mr. Hamel's words, actions and demeanor, as well as the regret and indignation of French young people, we can deeply understand their patriotic thoughts.
1. Guide students to master the methods of shaping characters and expressing emotions through psychology, language, action and appearance description.
2. Try to figure out the key sentences and aphorisms in the text and understand their rich connotations.
teaching process
first kind
First, guide the design.
1. Topic introduction method. Take "the last class" as the topic, and guide students to imagine: What will happen in the last class in this situation? How do you want to attend this last class?
2. Introduction of background knowledge. This paper introduces the historical knowledge about the Franco-Prussian War, so that students can understand the grief and sorrow of Alsace people when they lost their land, and lay an emotional foundation for the study of this paper.
3. Ask questions to stimulate interest. Imagine: if one day, you are no longer allowed to speak your native language and use your mother tongue, how will you handle the introduction of this topic?
4. Poetry introduction method. Introduced by the poem "The Last Lesson".
How can I bear to take one last look/my eyes are full of attachment/the classroom is quiet/the news of war is boring/how many pairs of eyes looking forward to peace/I will never forget this day/childhood growing into an adult in an instant/the last lesson/the unforgettable last dinner.
II. Introduction of the author, background and style
1. Dodd (1840 ~ 1897), 19 century famous French novelist, devoted his life to creation and wrote more than 100 novels. 1870, Prussia invaded France and the Franco-Prussian War broke out. However, due to the traitorous route adopted by the French government at that time, a peace treaty was signed after the defeat of the war, and Alsace and Lorraine were ceded to Prussia. After the occupation by the Prussian government, in order to make the local people forget the motherland forever and rule these places forever, an order was issued: schools in these two States are only allowed to teach German, and no more French is allowed. The short story The Last Lesson reflects the background of that era.
2. The following passage is taken from Flaubert's Sunday, which can help us understand dude. (slide)
..... After a while, the man came. As soon as he arrived, he talked about Paris and told the story of this enjoyable, fun and very positive and happy Paris. He drew the outline of an interesting person in just a few words. He talks about everything and everyone with his unique southern flavor and attractive irony. ...
His head is small but beautiful, and his thick ebony hair always hangs over his shoulders and is connected with his curly beard. He is used to stroking the tip of his beard with his hand. His eyes are like a crack, narrowed, but they emit black light like ink. Perhaps because of excessive myopia, his eyes are sometimes blurred; The tone of the speech is a bit like singing. He has an active manner and vivid gestures, and has all the characteristics of a southerner.
As far as subject matter is concerned, this article is a novel. Narration has six elements, and novels also have three elements: plot, characters and environmental description. Plots are generally divided into beginning, development, climax and ending. Plot is the process of story occurrence, development and ending, which can be regarded as the history of character development.
Third, read the text aloud and perceive the meaning of the text as a whole.
1. Now the teacher reads the text to everyone. Please listen and read the text. On the one hand, pay attention to new words and feel the meaning at the same time.
2. Pay attention to the explanation of the following words.
Regret: I did something wrong or said something wrong, and I hate myself for it.
Prayer: A religious ceremony in which religious believers silently tell God their wishes.
Choke: I can't make a sound when I cry.
Surprise: It feels strange.
Please read the text by yourself, circle the outline of the article and make clear the development of the story.
4. Ask two students to retell the story in the first person and the third person respectively in a small French tone. The rest of the students listen carefully, and then make comments, supplements or corrections.
5. Teacher-student interaction, clarify the ideas of the article.
Group discussion and communication, and then the whole class communication, there may be three ways to divide:
(1) The full text can be divided into four parts.
On the way to school (1 ~ 6), before class (7 ~ 10), after class (1 1 ~ 23), he was expelled from school (24 ~ 29).
(2) The full text can be divided into three parts.
Before class (1 ~ 10) and after class (1 1 ~ 23), class will be over (24 ~ 29).
On the way to school (1 ~ 6), classes begin (7 ~ 23) and classes end (24 ~ 29).
The teacher knows very well that all three divisions make sense. This article mainly describes the scene of a small town in Alsace. After receiving the notice that French is no longer allowed to be taught, the local people deeply felt the pain of national subjugation and took the last French class in a primary school. "The last lesson" is the highlight of this paper, and it is reasonable to divide it according to the beginning, development and climax (ending) of the story. The division of structure is not unique, as long as it can be proved to be justified.
Fourth, read the text and analyze the characters and their thoughts and feelings.
Teacher's Tip: Plot is the history of character development. The general way to read a novel is to analyze the characters from the plot. The protagonists of this paper are the little Frenchman and Mr. Hamel. The text shows the deep patriotic enthusiasm of the French people through what the little Frenchman saw and felt in the last class and Mr. Hamel's high sense of national responsibility.
The teacher divided the six groups into two groups, one group, two groups, three groups, four groups, five groups and six groups, to discuss Mr. Hamel. When reading the text, students use pens to sketch out important sentences describing the characters' language, movements, psychology and appearance. Discuss the problem of "how the article shapes these two characters and expresses their thoughts and feelings", and then select representatives from each group to speak.
The representatives of the first and fourth groups are the main ones, and the second, third, fifth and sixth groups are supplemented respectively. A probe into students' interaction and cooperation.
Exhibition of activity results:
About little Franz
The author captures the changes of young Franz's mood and attitude before and after class to shape this character.
On the way to school: as usual, little Francis wanted to play truant because he was afraid of the teacher's questions; He found the weather mild and sunny, blackbirds singing beautifully, and Prussian soldiers were practicing, which was very interesting. Pay little attention to the bad news on the bulletin board; I'm just "afraid" of the teacher, lacking understanding of the teacher. But he can still control himself, with the potential to distinguish right from wrong and the necessary self-control potential.
Before class: Little Franz found many unusual situations in the classroom. The classroom is unusually quiet. When he entered the classroom, he was panicked and afraid of being blamed and punished. Mr. Hamel speaks very gently, so let him sit down quickly. Mr. Hamel is dressed so solemnly that there is an unusual serious atmosphere in the classroom. There are many people sitting at the back of the classroom in the town, and they are all very sad. In this regard, little Francis was surprised.
Class: Mr. Hamel said that this is the last French class, and he hoped the students would study hard. Hearing this, little Frans felt very sad. He regretted not studying hard in the past and was reluctant to break up with his textbook. Little Franz didn't recite the usage of participles, which made him feel very uncomfortable. Mr. Hamel's vivid explanation of French made Xiaofa have a deep understanding of learning French well, and he knew how to be patriotic. Young Franz observed Mr. Hamel's "staring at things around him" and had a concrete understanding of Mr. Hamel's feelings at this time. He loves his teacher. When little Franz saw old Hao reading Pinyin with his children, he was very excited. He understood why people from the town came to class that day, and he was very sad.
Before and after class, the mood and attitude of Little French changed as follows: from being playful and not loving learning to loving French, from being afraid of teachers to understanding, sympathizing with and loving teachers, from being naive to loving the motherland. There is a reason for this change. Mr. Hamel's words and deeds have a great influence on him. More importantly, the pain of national subjugation brought him great shock. It is the Prussian invaders' ruthless injury to the national feelings of the French people that has contributed to the awakening of patriotic thoughts in the hearts of French youth.
Fifth, stimulate imagination and expand association.
According to the end of the article, develop a reasonable imagination. If you are a French youth, please continue to write a paragraph with the topic of "After dropping out of school", no less than 350 words.
Students can discuss and communicate the plot ideas first, then comment on each other and choose a better and more reasonable imagination.
Distribution of intransitive verbs
1. How does the article shape the image of Mr. Hamel? Please write a paragraph to describe Mr. Hamel.
2. Tidy up after school and put it in the footprints of growing up.
Second lesson
First, the introduction of new courses.
Last class, we learned little French by analyzing psychological activities. On this day, let's look at another hero of the novel, Mr. Hamel.
Second, continue to read the text, analyze the main characters and understand their thoughts and feelings.
1. Analyze the character of Mr. Hamel.
(1) Discussion: What description methods does the author use to describe Mr. Hamel?
Clarity: Description of appearance, expression, movement and language.
Caption: "Our teacher wears his beautiful green dress, ruffled bow tie and black embroidered Suu hat." -Show respect for the land that will be lost.
Description of manner: "Mr. Hamel sat in his chair, motionless, staring at the things around him, as if to take everything away from this small classroom with his eyes." This shows Mr. Hamel's infinite nostalgia for his lifelong education and his deep love for the motherland.
Action description: "He turned to the blackboard, picked up a piece of chalk, exhausted all his strength and wrote two big characters", "He stayed there, leaned his head against the wall, said nothing, but made a gesture to us"-fully showing all his thoughts and feelings of loving the motherland and hating the enemy, pushing his lofty patriotic feelings to the highest peak.
Language description:
(Instructed reading: Read in a low and slow tone to express the teacher's attachment to this last lesson and his reluctance to lose the language of the motherland. )
Example: "We must keep it in mind and never forget it. People who die and become slaves, as long as they firmly remember their language, are like holding a key to open the prison door. "
"Prison door" is a metaphor of Prussia's rule and blockade of the French people, and "key" is a metaphor of French. In addition to expressing strong patriotic enthusiasm, it also expressed infinite expectations for students and firm belief in the future of the nation and the motherland.
The role of the last three dashes:
Clarity: explanation; The extension of sound; Progressive significance.
(2) Discussion: In the last lesson, how does Mr. Hamel's mood fluctuate?
Clear: At the beginning of the class, he spoke in a "soft and serious" tone. "softness" proves his deep affection for the motherland, compatriots and students; "Seriously" shows the grief of national subjugation. When little Franz couldn't recite the book in class, he didn't blame the students, but fell into painful thinking. "This is the greatest misfortune of the Alsatians." He bravely and sincerely criticized himself with a sense of guilt, painfully examined his mistakes, and showed a high sense of responsibility and deep patriotic enthusiasm. Later, he praised the language of the motherland and praised the motherland. When the student was absorbed in writing, he was lost in thought again, savoring the deep pain of national subjugation. When the "last lesson" ended, he poured out his grief and indignation to the fullest.
"Affection, sadness-thinking, guilt-meditation, grief and indignation" is the changing process of Mr. Hamel's feelings, which contains his deep love for the motherland and his incomparable hatred for the invaders.
2. Change the perspective, stimulate imagination and innovate writing.
Teacher's request: Take Mr. Hamel as the first person and try to rewrite the materials in the text class by class.
Teacher's Tip: Make reasonable imagination according to the important sentences in the text. Imagination should fit the specific situation and identity of the characters in the article, and focus on the psychological activities of the characters, such as how Mr. Hamel will feel when he sees the residents of the town coming to attend the class, what he is thinking when he sits still in his chair, and what he wants to say when the church bell rings. ...
Students think, discuss and communicate.
Third, the role of environmental description in this paper
1. Find the environmental descriptions at the beginning of two novels.
Clear:
(1) "It's so warm and sunny!"
(2) "Thrushcross sings tactfully at the edge of the forest; On the grass behind the sawmill, Prussian soldiers are practicing. "
This is the scene that young French people saw when they went out in the morning, including the natural environment and social environment, and pointed out the specific time and background of the "last lesson". What is particularly noteworthy is the description of the social environment, which truly and concisely shows that the country has been occupied by the invading army, and the beautiful natural scenery is in sharp contrast with the cruel social reality.
2. What does the environmental description of "seeing many people standing in front of the bulletin board" prove?
Clear: although the bulletin board is only an official document, it is extremely powerful, forcing people to implement and submit it according to law. It is also it that directly leads to the "last lesson".
3. What is the function of environmental description before class?
Clarity: It sets off the atmosphere of seriousness, solemnity and indignation in The Last Lesson, and further deepens the suspense.
4. What is the function of the description "Pigeons cooing on the roof"?
Clarity: Pigeon is a symbol of peace, which shows young Francis' grief and indignation at being forced to learn the language of his motherland, as well as his desire for peace and freedom.
5. What does the description of the classroom and Mr. Hamel's yard do?
Clarity: It expresses the attachment of the French teacher who has taught French for 40 years to this last lesson and the disappointment of losing the language of the motherland.
Fourth, solve the problem.
The author repeated the "last lesson" many times in the article. If the intention is the same every time, what does it do?
Clear: Mr. Hamel announced at the beginning of the class: "This is the last time I will give you a class ... this is your last French class ..." These words exploded in Xiao Fa's young mind, and the notice in front of the city hall and the unusual scene in the classroom were understood at this moment. "My last French class!"
This sentence is a separate section, expressing his sadness and indignation. "ah! I will never forget this last lesson! " It proves that little Franz deeply realized the serious benefits of the "last lesson" and that he has changed from naive to sensible and mature. Repeatedly, it not only sticks to the topic, but also expresses the attachment to this last lesson and the reluctance to lose the language of the motherland.
Fifth, expand reading.
1. Import.
This novel tells us that when sovereignty is violated and land is trampled, national consciousness is particularly strong. The Chinese nation has also been trampled by the iron hoofs of the great powers. We might as well look at the suffering of the people at that time. Let's read a passage in Lao She's Four Generations under One Family, describing Mr. Qi Ruixuan's first class after Beiping was occupied by the Japanese invaders.
2. Introduction of four generations under one roof.
This is a novel that reflects the history of China people's hard struggle in War of Resistance against Japanese Aggression. Taking the pain of national subjugation of citizens in the ancient capital of Beiping as the theme, this paper explores in detail the material and mental torture that every family, men, women and children may experience every day because of the invasion of invaders.
Distribution of intransitive verbs
Write an article on "mother tongue" and talk about your feelings.
The last lesson Lesson 2 Teaching plan [Creative explanation]
This lesson plan aims to guide students to expand and accumulate knowledge from in-class to out-of-class in the process of "speaking" from different angles and levels.
[Teaching steps]
First, the introduction of patriotic topics
Second, (health) said that the article loves the national conditions.
Speak in the format of "I read my love for my motherland from the text";
1, the appearance can be seen from the psychological changes of young Frances, Hamel's clothes, language and manners.
2. In-depth details can be found in the original.
Third, (students) talk about the world and national conditions.
Speak in the format of "so-and-so, showing patriotism in ...".
Fourth, (students) express their love for the country.
As middle school students, how should we express our love for our country?
V. (Life) Patriotic Quotations and Poems
1, see which group of collections accumulate the most.
See which student "steals" the most.
(The purpose is to learn to enjoy resources. In the last round, talk about famous sentences that others know they don't know. )
Data integration platform
The last lesson (Zheng Zhenduo) (original, omitted)
The last lesson Lesson 3 Review objectives:
1, master common sense of literature.
2. Reflect thoughts and feelings through characters' language actions, and then deeply understand the center of this article.
3. Understand the structure of this article.
Key point: the profound meaning of important sentences.
Time: one class hour
Process:
First, import:
The Last Lesson is a patriotic symphony, and the description of young Franz and Hamel is the main theme of this symphony. The description of Hao Chu, the mayor, the postman and the students in the class plays a role in matching the main theme. Descriptions of characters' language, expressions, movements, psychology and costumes, as well as detailed descriptions of bulletin boards, scarabs and pigeons are patriotic notes. These notes make up a tragic patriotic music.
Second, master literary common sense, learn difficult words, read preview tips, and understand the background of the times.
Third, students read the text by themselves.
Be familiar with the structure of this lesson
1. The first part (16) explains the background and paves the way for the following. Describe Franz's experiences and psychological activities on his way to school.
2. The second part (723) is about the plot development, mainly about the patriotic feelings of Franz Jr. and Mr. Hamel in the last lesson.
The third part (2429) is the climax and ending, and the tragic and unyielding spirit at the end of the last lesson.
A structural feature: front-back reference
: Exodus On the grass behind the sawmill, Prussian soldiers were practicing. Outside the window, the bell of Houwen Church struck twelve and sounded the bugle of Prussian soldiers. They have finished their exercises.
In addition: ① About word segmentation, three times before and after, which promoted the development of the plot. (2) about the ruler, before and after three times, highlighted the stern image of the characters. (3) The town hall bulletin board was published twice to highlight the social background of the story.
Fifth, understand the meaning of key sentences, so as to understand the characters.
1, the change of little Franz.
(1) I amuse myself and don't like learning to love French.
② Find out the corresponding sentences from the fear of teachers' understanding, sympathy and respect.
(3) From naivety to loving the motherland.
2. Teacher Hamel
Description: Wear this suit. Only in the last class, put on holiday clothes to show respect for the dying country.
(2) Expression: The ending part is pale. I don't think he has ever been so tall. Why did Mr. Hamel turn pale when he heard the bell? Why does little Franz feel that his image is very tall?
Language description: People who die as slaves, as long as they firmly remember their own language, are like holding a key to open the prison door. The prison gate is a metaphor of Prussia's rule and blockade of the French people, and the key is the metaphor of French. Its meaning is that mastering the language of the motherland can arouse people's patriotic consciousness, so as to unite against the Prussian invaders and seek national liberation.
(4) Description of action and manner: He used all his strength to write two big characters, Long live France. After writing, he stayed there, leaning his head against the wall and saying nothing.
Understanding: on the one hand, it shows his belief in the victory of the motherland, on the other hand, it writes about his great pain in the face of the cruel reality of the occupation of the motherland.
Sixth, read the full text.
Blackboard writing:
The last lesson
1, Little Frans (before and after comparison) Brief Introduction
Patriotism
2. Hamel ① Appearance ② Language ③ Behavior.