The eighth grade language book "old mountain boundary" lesson plan design

"Old Mountain Boundary" realistically and vividly recounts the whole process of the Red Army's overcoming the Old Mountain Boundary, and writes about the strong will and revolutionary optimism of the Workers' and Peasants' Red Army under the leadership of the Chinese*** Producers' Party, which is not afraid of difficulties and struggles hard. The following is my compilation of the eighth grade language book "Old Mountain Boundary" lesson plan design, welcome to read reference!

"Old Mountain Boundary" lesson plan design

[Teaching Objectives]

1, understand the ideological content of the text, love the revolutionary tradition of the Long March.

2. Understand the meaning of some words and appreciate the wonderful phrases.

[Focus and Difficulties]

1. Focus: learning to narrate the events according to the time change and location transfer, the method of arranging the level.

2. Difficulties: understanding the role of vivid description to express the meaning of the center.

[Teaching hours] Three hours

The first lesson

I. Introduction

1. Introduce the author

Lu Dingyi, born in 1906, is a native of Wuxi City, Jiangsu Province. He was an alternate member of the Political Bureau of the Eighth Central Committee, Minister of the Central Propaganda Department, and Vice Premier of the State Council. He was a member of the Standing Committee of the Central Advisory Committee. During the Long March, he worked in the propaganda department of the political department of the "Red Chapter" column of the First Front Army of the Red Army.

2, Introduction

The 25,000-mile Long March, which lasted one year, shocked the world. The heroic Red Army soldiers overcame many difficulties and crossed thousands of mountains to reach the north of Shaanxi Province. Students, do you know which is the first difficult mountain that the Red Army turned over? It was the Old Mountain Boundary. The mountain was thirty miles high, with precipitous cliffs, very dangerous, but our Red Army soldiers bravely went over it. Do you want to hear the story? Then ask an old Red Army soldier who personally experienced this battle over the mountain to tell us about it.

Second, play the audio recording, students read the text quickly, the overall perception of the article, the requirement to summarize the story in one sentence.

Discuss and clarify: The Red Army crossed the Laoshan border on the Long March.

Third, explore the study

A clear order arrangement

1, the first thing you need to write an article is to be organized and clear order. What is the order of this article? (Time change, place transfer)

2. Ask students to find words and phrases in the text that indicate time and place.

2. Understand the events. Fill in the table to explain the passage of the Red Army over the Old Mountain Boundary.

Time Place People Activity

Day One Morning

Evening

Day Dark

Night Dark

Half Night

Day Two After Dawn

Afternoon

III Sort out the structural levels.

1, question: the narrative of an event, the article structure is generally how to arrange? Account for the cause, recount the passage, explain the ending.

2, this article is not so arranged?

Roughly. Divided into three parts: explain the decision to go over the old mountain boundary (the first paragraph); narrative over the old mountain boundary (2-33 paragraphs); explain the old mountain boundary compared to other "very small" (34 paragraphs).

Fourth, set homework

After the lesson exercise four.

The second lesson

I. Review the old lesson

Second, continue to study the text

Through the study of the previous lesson, we know that the author of the author in order of time change and location transfer recounts the Red Army over the old mountain boundary. At the same time, we also understand that the old mountain is a difficult mountain. Its "difficult" performance in what aspects?

A guide to the students to read the text, comprehensive thinking.

It's hard to walk, it's hard to sleep, it's hard to eat, it's hard to be in a difficult situation

2 How does the text describe these difficulties? (Ask students to skip reading, outline and summarize).

Difficulty in walking: the cliffs and mountains are high and dangerous. The situation is difficult: the enemy pursuit, gunfire intensive.

Three face this heavy difficulties, our Red Army soldiers are how to deal with it?

Joking and laughing, bravely climbing the mountain. Sleep soundly and enjoy the night view.

Drumming up courage, continue to advance.

Tenacious will, optimism

V The role of the first and last paragraphs.

1, the article mainly recounts the mountains. Tough, the first and last two paragraphs said this meaning no?

2, study the first paragraph:

(1) the first paragraph explains what?

Height (30 miles high) Name (soil named Laoshanjie)

(2) explain the height of what role?

Explain that the mountain is difficult to climb (implying the central meaning).

(3) Why is the name "Laoshanjie" used in the text? (linked to a conversation with the Yao people)

Common and friendly: implying that the Red Army is the people's army.

3. Study the last paragraph.

Catch the "first", "very small" to experience.

Third, assign homework

Exercise two after class.

The third teaching time

I. Review the old lessons

Second, continue to study the text, speculate on the vivid description

1, this article to the Red Army soldiers of the tenacity of the will and optimism of the portrayal of a specific image, rely on what?

Vivid description.

2, the author from which aspects of the description?

Action, language, scene, scenery

3, speculate on the action description

Action description throughout the whole, only require students to grasp a few typical details to understand.

4, speculate on the language description

Read the language description of the text, show what the spirit of the Red Army?

Such as "don't fall behind, be a tortoise, hold on to the sky, laugh," etc., showing mutual encouragement, bold and optimistic.

5, speculation scene description

(1) to find the most typical scene description. "The" word spectacle

(2) How does the author depict this spectacle?

Focus on the footholds and perspectives of observation to understand and imagine the majesty of the scene.

(3) What spirit of the Red Army soldiers does this description show?

The heroic spirit of the Red Army's bravery and heroism is emphasized.

6. Speculate on the description of the scene

(1) Find out the most wonderful paragraph.

Wake up in the middle of the night to watch the night scene (what you see and hear)

(2) "See" mainly write what scenery? In what order? What rhetorical devices?

stars, peaks, valleys; from top to bottom; similes, metaphors

(3) "see" the scene gives people what feelings? What characteristics are highlighted by the "smell"?

Solemn, majestic. Silence

(4) but the author describes a variety of "sound", this is not contradictory?

Not contradictory. To move to write quiet, angle clever, good effect. (Further ask students to talk about their own feelings)

(5) What are the characteristics of these sounds? What methods are used to write?

far, near, big, thin; metaphor, personification (mountain spring whimpering)

(6) What is the role of this description of the scene to show the central meaning?

The cold air is aggressive, piercing into the muscles and bones, shivering, but the Red Army soldiers can calmly appreciate the eye prospects, listen to the sound of the ear, the Red Army soldiers can be seen calm and heroic. This is the image of revolutionary heroism and revolutionary optimism.

Teaching Summary

The Old Mountain Boundary is a memoir of Lu Dingyi, in the whole first unit of the eighth grade, around the theme of the Long March, mainly in the order of time change and location transfer recounted the Red Army over the mountains, showing the heroism and optimism of the Red Army. The text is a good use of sound against the quiet technique, writing beautiful and attractive text, it is worthwhile for students to learn to appreciate.

After this lesson, I made the following review reflections.

First, the chronological order and location of the transfer to guide properly.

How to know the writing order of the article can properly guide the students to learn the method. I let the students in the text to find out the time and place transfer of words and phrases, according to which to see which narrative order, with how long, from where to start over the mountain, until where the end. Through the guidance, the students not only have a general understanding of the process of the Red Army over the top, but also mastered the method of understanding the order of narration, laying the foundation for future learning.

Second, the list to understand the difficulties experienced, visual image.

How to show the heroism and optimism of the Red Army, mainly to understand the plot of the text, from the text to summarize the difficulties. So, I made a table, let the students from the text to find the relevant statements, and then summarize the difficulties encountered. Finally, I analyze which spirit of the Red Army is mainly expressed in these difficulties. Students circled and sketched in the book, then discussed at the same table and exchanged as a whole class. The key difficulties in the familiarization of the text to understand and fill in the form of generalization, has been well implemented.

Third, the appreciation of the sound against the quiet technique of facsimile writing.

Guide students to analyze the "wake up in the middle of the night" paragraph to see what techniques are mainly used to write the scene. The students from the text to see is the use of sound to set off the technique of quiet, and said the advantages of this technique. Then students will be guided to review previous passages in the text in which they have encountered this technique and summarize how it is used to write a fragment. Finally, the students will be allowed to practice the fragment, and the whole class will exchange comments.

After this lesson, I feel that there are still some words that students do not master very well, especially the meaning of the context, in the future classroom, to carry out appropriate guidance and practice.