Article 11 Teaching objectives
Knowledge target
1. Grasp the meaning of key content words in classical Chinese in learning.
2. Understand the truth expounded in the article and the method of giving inferences by analogy.
capability goal
1. Strengthen reading and cultivate students' reading comprehension ability.
2. Cultivate students' oral expression ability and analytical ability.
Moral education goal
Let students realize that the key to "people are learning" lies in "doing". As long as they set up their ambitions and practice firmly, they will be able to achieve their predetermined goals more easily.
Aesthetic education goal
Guide students to appreciate the compact story structure, bright contrast, creative beauty of sentence arrangement and moral beauty revealed by the story.
Two. Legal study guidance
1. Students mainly study by themselves, and solve the sounds, shapes and meanings of words in the text by themselves with the help of reference books, and the teacher checks and consolidates them.
2. The stories in this article can be adapted into novels and dramatic performances, and can also be understood through retelling. We can discuss the ideological content of this story and the ways to draw different understandings from it.
3. Understand the structural level of the article, understand the aesthetic feeling of the materials arranged by the author, and understand the role of contrast. You can remove the beginning and end of the article and see what is the difference in the expression effect of the article, so that students can understand and experience it from the perspective of writing and content.
According to the structural level of the article, this article can be divided into several parts, recited paragraph by paragraph, and recited as a whole after reciting. Write from memory.
Three. Key points, difficulties, doubts and solutions
1. Focus
Master the meaning of notional words in classical Chinese and the usage of key function words, and translate articles accurately. Can guide students to read the article repeatedly and translate the article directly according to the notes. Teachers can answer questions and analyze key words, so that students can think clearly and consolidate key points.
2. Difficulties
Understand the method of analogical reasoning.
solution
Teachers timely and appropriately guide students to think.
Step 3 suspect
The opening part consists of two rhetorical questions. What effect does this writing have? Enhance the appeal and speculative power of language.
Four. Class plan
2 class hours
Verb (abbreviation for verb) Prepare teaching AIDS and learning tools.
1. Text reading tapes and tape recorders.
2. projectors and movies with literary knowledge, comments on keywords and phrases, and exercises in class.
3. Students make cards of new words and keywords and communicate them in class.
Design of teacher-student interaction activities of intransitive verbs
1. Guide students to remember the meaning of content words and the usage of function words in classical Chinese, and strengthen reading practice.
2. Literal translation of articles accurately.
3. Clarify the structure of the article and clarify the main idea.
first kind
It has been nearly seven or eight years since students entered school. Now I want to ask a classmate to talk about his feelings when he studied knowledge, especially the process of seeking knowledge since he entered middle school. (Students speak freely), the students speak very well. Everyone has to go through a process from complex to simple and from difficult to easy when accepting new knowledge. How can we complete this transformation? To use an old saying of China, "Where there is a will, there is a way." This is a truth, where there is a will, there is a way.
(-) Clear objectives
Length, literary common sense and word pronunciation.
2. Accurately translate articles word for word and master key substantive words.
3. Learn the method of analogical reasoning in this lesson.
4. Grasp the main idea of the article.
(B) the overall perception
1. Introduce the writer's works (see the note below) and solve the problem of "for learning"
Study for study's sake.
2. Teachers demonstrate reading articles, and guide students to read aloud, and correctly read the following pronunciations; And understand its meaning.
Slow down and look at the screen, relying on language.
(C) the key and difficult learning and goal completion process
1. Students translate articles according to their notes after class. Each student tells a paragraph, and the other students supplement it.
2. The teacher shows the projection and trains the students again with key words and difficult sentences. (also-also, catch-and, keep up, be lazy, wait, screen-stop, often-established, language-speaking of ..., bowls-bowls used by monks, go ..., fuck-fuck.
3. On the premise of clarifying the literal meaning of the article, students will summarize the meaning of the paragraph.
The first paragraph puts forward the main point of the full text, explaining the transformation of learning difficulty, that is, "it is easy to learn, but not difficult to learn."
The second paragraph explains that perseverance can replace stupidity and cleverness.
The third paragraph uses the story of two monks, Shu Bi, to illustrate the importance of subjective efforts. Where there is a will, there is a way.
In the fourth paragraph, I collect the full text and am determined to deepen the argument of the article.
(4) Summary and expansion
When reading classical Chinese for the first time, students should strengthen reading, cultivate a sense of language, read the correct pronunciation on the basis of understanding the meaning of words, and pay attention to the accumulation of words in classical Chinese.
(5) Transfer
1. Recite the full text on the basis of familiarity with reading.
Second lesson
Introduce a new course
Check students' reading and reciting.
(-) Clear objectives
1. Experience the language use and tone characteristics of the article, and understand the modal particles "Hu, Yi, Ye" commonly used in classical Chinese.
How, zai "expressed the tone.
2. Understand the argumentation method of the article by analogy.
(B) the overall perception
1. Review the literature knowledge.
2. On the basis of the students' reading aloud, ask a student to tell the story of "the monks in Shu went".
(C) the key and difficult learning and goal completion process
1. Consolidate the basic knowledge of classical Chinese (review exercise 2 after class, show the projection. Please translate the following words into English.
On behalf of China people)
I want to buy a boat for a few years and tell the rich that they are ashamed.
2. Language features
Read the first paragraph aloud and analyze the artistic effect of parallelism.
(the first rhetorical question, first discuss the difficulty of what's going on in the world in general, the key lies in "doing". The second rhetorical question goes on to discuss "the study of man". From generalization to concreteness, the truth of the exposition is gradually deepened, which arouses people's deep thinking and has strong appeal and speculative power. )
After reading the third paragraph, the rich monk said twice, "What's the difference in tone?" ? (the first time belongs to the usual questioning, and the second time appears in a contemptuous tone. In the eyes of the rich monk, it is incredible for the poor monk to go to the South China Sea with a bottle and a bowl. "I" (a rich monk) has not succeeded yet, and "you" (a poor man) are not dreaming. )
Modal particles are almost, in-doubt, also, how to-judge, easy to state.
3. Grasp the main idea of the article
Ask a question, two monks are facing difficulties at the same time. What is the reason that "the rich monk can't come and the poor monk can't come"?
Poor monks are determined to act, exert their subjective initiative and work hard in the face of difficulties, while rich monks only emphasize objective conditions and are not determined to act. )
Ask students to study this article, and cite two other examples to illustrate that "those who succeed because they have determination will fail without determination."
Failure (combined with practice, deepen the understanding of the text and improve ideological understanding. )
(4) Summary and expansion
The humble monks in Shu still know the truth that "where there is a will, there is a way". I hope the students will be inspired after learning this lesson.
(5) Transfer
1. Recite and write "for learning" from memory.
Teaching objectives of Article 2
1. Read the text by yourself, read the pronunciation correctly, understand the meanings of the words "Wei", "Bi", "Yu", "Qu" and "Gu" in the text, and add notes.
2. With the help of the teacher's model essay reading and the comparison between the original text and the translation, we can read the text thoroughly, understand the meaning, recite the text, and initially cultivate the feelings of loving ancient Chinese.
3. Create a situation. Through various forms of reading aloud, you can read the different intonations and emotions of the characters' dialogue and try to tell the story in your own words.
4. Based on the understanding of the truth that "rich monks can't come and poor monks can't come", the key to understanding "human learning" lies in the truth of "determined to do it", which inspires students to set up their ambitions and practice boldly.
5. Know the four words "disdainful, disdainful and arrogant" and correctly write the six words "Hu, disdainful and monk".
Emphasis and difficulty in teaching
1. Read the text with emotion, read the different tones and emotions of the dialogue between the characters, and recite the text.
2. The key to understanding "human learning" lies in the truth of "determined to do it".
Teaching time
2 class hours.
teaching process
Lesson 65438
First, introduce the story and explain the theme.
1. The teacher told a story: Once upon a time, there was a mountain. There is a temple in the mountains. There are two monks in the temple. One is poor, the other is rich. One day ... (part of the story of Two Monks in Shu)
Do you know where this story comes from? (Title on the blackboard: for learning) Read the title together and pay attention to the second sound of "for learning". Do you know what "for" means? What does "learning" mean? Study, study.
2. Introduce the author and understand the background. The original title of this article is Song of Learning, written by Peng Duanshu for his sons and nephews. Let's take a look at the author's relevant information.
Screen description: Peng Duanshu, a Sichuan writer in Qing Dynasty. His articles are vigorous, energetic and passionate, and often give people inspiration and enlightenment. Peng Duanshu created many works in his life, the most famous of which is Collection of White Crane Hall. This article is an influential one in the Collection of White Crane Hall, aiming at educating the younger generation to set up lofty aspirations, study hard and make a difference.
Create a situation through the teacher's storytelling, and then naturally introduce the study of the text to stimulate students' interest in learning classical Chinese.
Second, the first reading of ancient Chinese, accurate pronunciation.
1. Read freely and pronounce correctly.
Want to know how to write this story in the original text? Please read the text freely, and with the help of the notes and dictionaries at the back, read the text as smoothly as possible. Then look at which paragraph of the text is writing this story. Please make a mark before the paragraph.
2. Reading at the same table makes it difficult.
A group of two students. One reads and the other listens. Correct pronunciation. If you have different opinions, write down the word and leave it to be solved. The teacher patrolled and the camera wrote difficult words on the blackboard. Ac accent.
Default: bowl, language, contempt for Shu, how to rely on, easy to go.
3. Read aloud by name and master the learning situation.
Please read the text again and ask for accurate pronunciation, especially the words that have just been exchanged. Then let the students try to read by name. Other students listen carefully and pay attention to correct the students' wrong pronunciation.
Read each other at the same table, try to read by name, present difficult words and focus on solving them, so as to lay a good foundation for successfully reading the text.
Third, explore the pause and read through the text.
1. Listen carefully to the model essay, draw while listening, and show contradictions.
Listen to the students read aloud, and the teacher wants to read. Please listen carefully and draw something different from what you read. Students communicate the differences, and the teacher draws them randomly under the projector. )
2. With the help of notes, explore pauses and read through the text.
Students, some sentences read differently, that is, they pause or pronounce differently. The teacher suggests that you understand the general meaning of the sentence in combination with the translation, and then think about how to read it.
Default value:
What's going on in the world/is it difficult? Read the tone of the question. )
There are two monks in Shu (combined with notes, "Shu" is the abbreviation of Sichuan, and "Bi" means border. )
The poor/the poor/the rich speak ("English"). Read the fourth tone, which means to tell, and "Yue" means to say. The poor monk told the rich monk. )
What about me/desire/Nanhai? ("I", I mean, the text refers to the poor monk. "Desire", meaning; Have we learned any sentences with similar meanings? (Farewell to Meng Haoran on the way to Yangzhou) Does the word "Zhi" in Shu Zhi You Have Two Monks mean the same thing? (of)
Son/why rely on? ("Zi", you; "Relying" means relying. What made you go? )
I/a bottle and a bowl/are enough. ("Bowl", ancient pottery for rice, vegetables, etc. A water bottle and a rice bowl are enough for me. )
I don't know/travel thousands of miles to the South China Sea in Xishu, but monks/rich people can't/poor people can't. Sichuan is thousands of miles away from the South China Sea. The rich monk can't reach it, but the poor monk has arrived. )
3. Read the text again, understand the meaning and tell the general idea.
Please read the text again. I believe you will read more fluently.
The story told by the teacher at the beginning is the second paragraph of the original text. Can you read the original text and say it in your own words? Try it yourself first, and then exchange names.
With the help of annotation and translation, we can correctly break sentences and read the unique taste of ancient Chinese. On the basis of fluent reading, let students know the main idea of the article and get a preliminary understanding of the story outline of the article.
Fourth, the teacher summarizes the assignments.
1. Teacher's summary. In this lesson, we try to read through the text and learn the story of "two monks in Shu" with the help of notes and translation. As for why poor monks can reach the South China Sea, but rich monks can't, we will learn next class.
2. Homework:
(1) Recognize the new words required to be written in the reading class;
(2) Finish Exercise 2 after class;
(3) Read the text several times to make it fluent and accurate.
second kind
First of all, review the text and translate between teachers and students.
1. When reading the text, the old teacher asked the students to think about the meaning of each sentence while listening without reading the book.
2. The teacher speaks the translation sentence by sentence, and calls the students to speak the corresponding original.
3. Teachers and students tell stories together.
Using different ways such as teacher's demonstration reading and teacher-student translation, we can read the pause and rhythm of classical Chinese well, and guide students to accumulate texts at the same time, laying a good foundation for the next inquiry.
Second, read the dialogue and find out its meaning.
1. Stop the conversation and taste the reason.
(1) What have you learned from reading about the poor and the rich in different roles?
(2) Collective communication:
* Different conditions; There are two monks in Shu, one is poor and the other is rich.
* Different determination: the rich are too dependent on material conditions. "I have been trying to buy a boat for several years, but I have never been able to do so. Poor man "I have a bottle and a bowl. "I am confident and courageous. )
Discussion: What difficulties will poor monks have along the way? (It's a long way. The map shows the distance between Sichuan and Putuo Mountain in the South China Sea. Imagine what practical problems the poor monk will encounter along the way. Sleeping in the wind, traveling by boat, etc. )
* Different attitudes: Why do you want to arrest two sons? "
I think the rich monk also yearns for the South China Sea and plans to buy a boat to travel, but so far he has not been able to do so. I dare to take this bottle with me. How to pronounce these two sentences? After talking about understanding, the students read aloud with emotion. The first is a general question, and the second is a rhetorical question. You can also read softly.
* The results are different. The next year, the poor will come back from the South China Sea to tell the rich. The rich are ashamed.
Practice writing: What will the poor tell the rich? What will the rich think? Expand your imagination and write down your thoughts. When finished, read the content by name.
2. Read this passage with emotion and read your feelings.
Try to recite this article.
In reading the dialogue between the poor monk and the rich monk, we can understand the obvious differences between the two monks, understand the poor monk's strong will to imagine speaking and try to practice writing, and express our feelings by reading aloud.
Third, the article involves rationality and the way to realize literariness.
1. Learning paragraph 1.
From this story, the author also thought of our study. At the beginning, he put forward: Is it difficult to do things in the world? For it (alive), it is easier than difficult; (The teacher said) If you don't do it, (continue reading) will be easy and difficult. (The next sentence is the same as above. )
(1) Who can say the meaning of every sentence in this paragraph in his own words?
(2) Summary: It seems that the key to the transformation of learning difficulties lies in whether it is "behavior". The author always asks a rhetorical question first, and then answers it from both positive and negative aspects. This contrast highlights the role of "behavior" in "learning" and illustrates the relationship between "difficulty" and "easy".
(3) Experience the subtlety of classical Chinese sentences. This article has four sentences. What are the characteristics of expression? (Almost double, easy to read)
(4) practice reciting.
2. What do the stories of "The poor monk returns from the South China Sea" and "The rich have a sense of shame" show at the end? What does it have to do with the author's point of view? This story is an example, with which the author vividly proves his point of view. )
3. Learn the third paragraph.
(1) The trip to the South China Sea in Xishu, thousands of miles away, the rich monks can't go, but the poor monks are very important. What does this sentence mean? Why is this happening?
(go: far away, far away; One: There is no real meaning here. )
(2) People's aspirations are not as good as humble monks. (gu: adverbs. On the contrary, it is. )
(3) Summary: Through the above study, we know that the poor can come because they can make up their minds, and the rich can't come because they can't make up their minds. Read this rhetorical tone.
(4) What inspiration did this natural passage give you? You can do it yourself if you want. )
(5) practice reciting.
By comparing and understanding the writing characteristics of the author's own views, we can understand the concise language characteristics of classical Chinese and understand the profound connotation of "people have aspirations and things are artificial"
Fourth, implement literacy and accumulate internalization.
1. Read the words you need to know and write.
2. Students independently write the words that they are required to write, and the teacher prompts:
(1) Pay attention to the difference between "month" and "day".
(2) The writing on the left side of the word "Bi" is followed by the word "Hui".
3. Try to link the full text back; Recite it to your deskmate.
4. Extended operation:
(1) Tell the story of the humble monk in Shu to his family.
(2) Collect famous sayings or stories about diligence to enrich extracurricular knowledge.