The reed reed lesson plan

(a) Introduction design:

Teachers: students, when you hear "wandering people outside miss you, dear mother, wandering feet to the ends of the earth, without a home,". There is no home,......," the popular lyrics, do you remember the song of the traveler's homesickness of the ancient song "Tianjingsha? Autumn Thoughts"? When you sit down at the table to enjoy a fine and sumptuous dinner, do you remember your parents "who knows what is on the plate, every grain is bitter" instructions? When you marvel at the winds blowing sand on the Gobi Beach, do you recall the ambition of "the desert is lonely and the sun sets over the Yangtze River"? Classical poetry has entered our lives with its irresistible charm, adding more beauty and wonder to our lives. Today, let us study the poem "reed reed" together, and once again moisturize our thirsty hearts.

(B) the first reading of the poem

1. Multimedia projection of the waterfront reeds in the mist, reed leaves Xiao Xiao, vast and pale. Against this image, the original text of the poem is projected. (Blue subtitles)

2. Play background music (in a low voice): play the violin piece "Atirina by the Water".

3. Students read the text for the first time: with the help of the "pre-reading tips" and notes, read the words accurately and understand the general idea.

The elegant introduction, the fresh and natural background images, and the melodious and quiet music make every corner of the classroom full of beauty, so that the students experience the beauty of the situation, and set the tone of the class.

Taste and Appreciation

(a) Overall perception

1. Read aloud with music: In the music of "Atilina on the Waterfront", the teacher reads, and the students imitate reading.

The music is played and the poem is recited at the same time, stimulating students' emotions and arousing their associations, so as to produce **** Ming.

2. Ask the students to say the reason for choosing "Atirina on the Waterfront" as background music.

Experience the poem's confused and slightly melancholic emotional tone

3. Why is the main character in the poem sad?

4. What is the protagonist's attitude after he has failed in his quest?

Overall perception of the ideological content of the poem: the yearning for and pursuit of pure love and the hero's persistent pursuit of the feelings after the failure of the pursuit.

(2) Taste the language

1. From which part of the poem do you feel the above experience?

The purpose is to guide the students to learn the structural features of the text of the heavy chapters and sentences, and to taste the language of the poem simple and fresh style of sprinkling

2. Innovative design: students are asked to change the punctuation of the words in the poem on the big screen, and the overall style of the poem after the change remains unchanged.

This design is migratory and digging, which ignites the spark of students' creative independent learning. In this innovative and independent learning process, students are subjected to beauty is subtle.

3. (Using alternating male and female voices, reading in unison, and other forms)

Third, stimulate the passion

(a) deep understanding:

1. After the lesson, think about the exercise 1: What scenes are depicted in the poem? What is the purpose of these descriptions?

The purpose is to allow students to grasp the concept of imagery, because understanding the deep narrative in poetry is often from understanding the role of analyzing imagery as an entry point.

2. Freely discuss the symbolism of "reed", "reed", "road" and other imagery.

Let the students greatly mobilize their life accumulation, through the image and association, accurately appreciate the symbolism of the imagery.

(B) Inspire students to create the passion of beauty

1. Multimedia projection of the lyrics of "On the Waterfront", while playing the song.

2. Think: Do you think the lyrics of this song adapted from "reed" is good? Why?

In the discussion, the students found that the lyrics retained the essence of the original poem, such as the remote and confused, lingering and sentimental mood, and the form of repeated chanting. This discovery deepened students' understanding of the original poem. Students once again felt the beauty of the emotional experience in the sound of this beautiful song.

3. You may not be a poet, may not be an artist, but the teacher believes that you have a rich imagination. You can imagine the mood of the poem "reed reed", with the help of other art forms in addition to text and music to show the scene? (Cooperation, inquiry and discussion among the learning groups)

This design greatly stimulates students' creative enthusiasm. This open-ended topic greatly encourages students' interest in learning, coupled with the cooperation and exchange between groups, so that students can speak freely, so that students' creative thinking is endless, and the water to the students to stimulate the passion for creativity.

Four, expand and extend

Read Xu Xuepeng's "China Random Thoughts" and answer the questions.

This is an old and young face

We are her open smile

Maybe a few tears

But we can't drown the beauty of this smile

This is an image that will last forever

We are the sunshine that she pours out

Though there are days with clouds

But there will always be a time when you can see the sunshine.

But there is always a morning when the sun shines on the earth

Ah, China

This is the China I love day and night!

Questions:

1. Which images in the poem have left a deep impression on you? What kind of feelings does the poet express through these images?

2. What are the linguistic similarities between this poem and "Reed"?

3. Please recite the poem with appropriate emotion and tone of voice.

Board Design

Writing Scenery and Thinking of People

Reed Bai Lu - Yi Ren

Situation Mixing

Teaching Remarks

In this class, I have tried to create an emotional atmosphere, mobilized the students' interest, and provided positive incentives to the students. The students were positively motivated, so that they had a good emotional experience in learning. The students' ability to explore independently has been improved, the spirit of cooperation, and the sense of innovation has also been enhanced. In this class, I also penetrated the teaching of music, broadening the students' knowledge horizons.

Editor's short comments: This teaching design reflects the concept of curriculum reform in many ways, such as the transformation of learning styles, interdisciplinary deep penetration and extension of learning, etc., but also inherited the advantages of traditional language teaching, such as focusing on chanting and taste, perception, etc.. This is a teaching design that can be referred to. But pay attention to the more restrained use of multimedia, so that students' energy is more focused on the text.

Teaching Objectives:

1. To further understand the "Classic of Poetry" heavy chapters and phrases, rising and other relevant features.

2. To feel, understand and appreciate the beauty of music, painting and emotion in poetry.

Requirements for pre-study:

1. Read the words accurately.

2. Read the poem smoothly.

Teaching time arrangement: One teaching hour.

Teaching process:

I. Introduce the new lesson. Introduce the new lesson.

1. Play the music "in the water side", create a situation for the study of the "Classic of Poetry" selected "reed reed" as a pad.

2. Introduction: Through the study of the poem "Guan Ju", it can be said that we have been listening to three thousand years of Chinese ancestors chanting, feel the BC Eastern civilization brilliant. Today, we are going to study "the most wind people deep" of a "Poetry" works - "reed".

3. Account for the learning method: chanting reading - translation reading - research reading - beauty reading.

II. Chanting reading.

"reed reed" in some words such as "Polyester, Mae, islet" is more remote, sentence style, rhyme is not in line with the common law, read a sense of difficult to pronounce. This part of the study is to read through, read the poem, to lay a good foundation for later learning.

1. Check the pre-study, to remove the word obstacles for learning the poem.

2. Put forward the requirements of chanting: the voice should have ups and downs, the rhythm is relatively free, with the flavor of the ancients.

3. Listen to the music, visualize the chanting method.

4. Students chanting.

5. Teacher comments on the students' chanting.

III. The teacher will read the poem.

Because of the age, students' understanding of the content of the poem may be vague.

1. put forward the requirements and methods of translation and reading: the "reed reed" translated into modern poetry, poetry translation poetry, do not translate into the text; pay attention to strive to rhyme, poetry pay attention to rhyme; translation of poetry is to explain some of the words, some of the words of the meaning of the expansion of a little bit, with the explanation of the expansion of the method of translation, written down is the poem.

2. Teacher demonstration: reed reed, white dew for frost - reed a white pale, early morning dew into frost.

3. Students practice reading in small groups.

4. Students translate and read the exchange.

5. Summarize the main content of the poem.

4. The students will be able to read the poem in their own words.

(Through the "Guan Ju" a poem of ` study, students already have a certain feeling and understanding of the writing characteristics of the "Poetry Classic", which is the basis for the success of this part of the study.) The reed reed" a poem exquisite, evocative, beautiful. The study of this link is to appreciate the artistic beauty of poetry and feel the charm of classical culture.

1. Method introduction: recall the method of appreciating the artistic beauty of "Guan Ju", migrate to the appreciation of this poem.

2. Recommended topics for students to read. Study the following topics: "reed reed" music (understand the "reed reed . Rhyme, superimposed words and the overlap of chapter and sentence features). Reed reed" the beauty of painting (understand "reed reed" "Xing" the use of the creation of "poetry in the painting, painting in the poem 's features.) Reed" the emotional beauty (understand "reed" with "to scenery to emotion" techniques to show strong, delicate, rich, persistent feelings of the characteristics.) ...... (Students can also choose their own topics, such as: "reed" of the implicit beauty "reed" of the hazy beauty ......

3. Students group reading, the teacher circuit guide.

4. Study and exchange, the teacher's camera according to the teaching objectives of the point of view.

5. The teacher will be able to help the students with their reading. Through the beautiful reading, in the student's mind vividly and perfectly reproduce the artistic image depicted in the poem.

1. Play the music.

2. Play the music, students read freely and listen to each other.

3. Students read to music and exchange, and all appreciate.

4. Read and recite.

6. Homework:

1. Make a tape of the reading of "reed". If possible, it can be set to music.

2. Choose any verse and expand it into a paragraph to depict the mood.

Board:

Reed Reed The Classic of Poetry

The beauty of music - rhymes, superimposed words, overlapping chapters and phrases, a sing-song, three sighs, the rest of the sound curling up The beauty of painting - Xing Xing, the poem in the painting, the painting in the poem, the poem in the painting. Painting has poetry Emotional beauty - the scene to support the feelings Strong, delicate, rich, persistent "Reed" lesson plan Part 3

Teaching material analysis:

"Poetry Classic & gt; two" ("Guan Ju" "Reed") is a humanist version of the next book of the nine grades of compulsory education, the sixth unit of the sixth unit. 22 lessons. This is the first time that students contact the "Poetry", students know half of its characteristics. Teachers in the design of teaching to make full use of this seemingly "unfavorable" factors, mobilize the enthusiasm of students to learn on their own, back to the classroom students breathe freely.

First, the task of pre-course study (teachers should be clear about the specific tasks, do not be too generalized.)

1, access to information, understand the "Poetry" the formation of this collection of poetry, content, and different characteristics compared with the previously studied poetry (including poetry, poetry style, techniques).

2. Solve the pronunciation and meaning of difficult words with the help of notes and tools, and perceive the poem as a whole.

II. Teaching Objectives

1. To understand the knowledge related to the Book of Poetry (such as the reasons for its formation, poetic content, poetic features, techniques, etc.).

2. To master key literary words and special sentence patterns.

3. Understand the techniques of the Book of Songs - fugue, bi, xing and repetition, double rhymes, and appreciate their functions (too many techniques can be spread out over two poems.)

4. To appreciate the good feelings and beautiful mood of the poem.

3. Teaching Points

1. Master the key literary words and special sentence patterns. (Teaching focus 1)

2. Taste the beautiful feelings and beautiful mood in the poem. (Teaching Focus 1)

3. Understand the techniques of Poetry - Fugue, Comparison, Xing and Repetition, Double Rhyme, and appreciate their functions. (Teaching difficulties)

Fourth, the class schedule:

1 lesson (45 minutes)

V. Teaching process

(a) introduction (3 minutes)

1) teacher question: what is reed? Has anyone seen reed reed? Tell us about it!

Please tell the students.

Teacher play reed reed pictures, teachers and students exchange reed reed left us feeling.

We learned that reed reed floating with the wind, soft and lovely to give people a feeling of serenity. We are going to learn today an ancient poem named reed, it will write what? Will it be as beautiful as reed? A look at it!

2) students exchange their own pre-study of the information found on the Poetry.

(B) "reed" teaching process

1, read: overall perception (about 7 minutes)

(1) read aloud in unison: the teacher commented and give guidance on reading (about 2 minutes)

(2) teachers with music model reading or model reading, students listen to read (about 2 minutes)

(3) students race reading: through the race to read rhythmic word sound (about) (3 minutes)

2. Practicing: Implementing key words (about 5 minutes)

A. Identify groups of words that have the same or similar meanings

Clarify: Group 1: Cang Cang, Celosia, Cai Cai (lush, numerous)

Group 2: (Roads) are long, among, right (roads are long, dangerous, and curved, and hard to reach)

Group 3: (In the) Mae of the Water (in the) Mae). Group III: (in the water) Mae, Polyester (the water's edge, where the water meets the grass)

Group IV: (Wan in the water) Central, in the middle of the islet, in the middle of the islet (the heights in the water or land)

Here there is a small difference to be clarified

Group V: (Dew is not yet) Hei, has been (dried up, finished tracing)

B. Identify a group of words that have the opposite direction: migratory, backward swimming

3. > 3, Pin: taste the content and emotion of the poem (about 20 minutes)

The first group:

reed reed, white dew for frost.

reed reed, white dew is not dry

reed reed picking, white dew has not been.

Q: What kind of time what kind of scene? (Guiding students to imagine associations, experience the mood of the poem)

Clear: A. late autumn morning, the morning fog is dense, snow-white frost knot in the reed reed leaves, slowly melted into a crystal dewdrops. Reed with the morning wind gently swaying, dewdrops gently slipping, broken in the bush grass, splashing down a crisp.

B. Frost - dawn - has been: from the autumn frost to the dew change to see the change of time.

The second group

The so-called Iren, in the water

The so-called Iren, in the water

The so-called Iren, in the water

(1) Q: Imagine who is "Iren"? How is she?

Clear: "Iren" is the hero's favorite girl, beautiful and kind, euphemistic and shy, but she is very hazy, do not really see.

(2) Q: (in the water) on one side - Mae - Polu: What does the change in the location of "Iren" indicate?

Clarification: hazy, floating, difficult to trace.

The third group:

The path is long and difficult to follow. It is like being in the middle of the water.

The path is blocked and among them. He is in the middle of the water.

The path is blocked, and the right path is blocked. The islet is in the water.

(1) Q: What story does this group of poems tell?

Clarification: The man swims upstream and downstream in search of "Iren". The road is long and rugged, so it is very difficult to find "Iren". (You can guide students to imagine how the man trekked, how to reach through the difficulties and obstacles, with some of the methods to reach the upper reaches)

(2) Q: the man to find the heart of her?

Clarification: did not find, from the three "Wan in" can know that the woman still has a river with him. If it is hidden, like a dream, like a fantasy.

4, discuss: the structural features and characteristics of the poem (15 minutes)

(1) Read the poem aloud with feeling, say what are the characteristics of the structure of the poem, what are the features?

Clarify: the explanation of the techniques of fugue, ratio, rise and repetition of singing (the technique of rise is not used in this poem, so I will only mention it)

(2) What kind of character of the hero is shown in the poem?

(3) Does the "Iren" in the poem really exist or is it a figment of the man's imagination?

(4) What else can "Iren" refer to besides the girl the man adores?

5, practice: (5 minutes can also be homework after class)

Adapt the poem into a short story, reasonable imagination to the story to continue a conclusion.

Requirements: emotional tone, text style should be consistent with the poem.