Eighth grade language book "born in trouble and die in peace" lesson plan

(1) Recognize the vocabulary and be able to read aloud and recite the text accurately.

(ii) Accumulate the meanings and usages of some commonly used literary words, and be able to translate the text.

(3) To be able to grasp the main ideas of the text and to appreciate the truths contained therein.

Second, the time arrangement

2 hours

Third, the teaching process

The first lesson

(a) activity guide

Pre-teaching. Requirements are as follows:

1. Read accurately, circle the vocabulary words that should be accumulated in the text and mark the pronunciation.

2. Read the text smoothly, and be able to accurately delineate the pauses within the sentences and read the text fluently and clearly.

3. Read and understand the meaning, understand the meaning of some words in the sentence, and be able to understand the general idea of the article.

Introduce the new lesson:

As we all know, as far as we are now about 2,500 years ago, there was a great era of historical and cultural transformation - the Spring and Autumn Period and the Warring States Period. The Spring and Autumn Period and the Warring States Period are both hundreds of years long. Confucius was in the Spring and Autumn Period, but Mencius arrived in the Warring States Period.

During the Warring States period, Mencius always campaigned for human justice, for traditional culture and moral politics, and he inherited Confucius' Confucianism and the philosophical concepts of Chinese culture and morality and politics, and his ideas have been passed down to the present day, just as those of Confucius.

Today, we are going to study one of Mencius's famous essays, "Born in Sorrow, Dying in Peace", which has been recited through the generations. Let's start with a story about Mencius and the Mencius.

Zhu Yuanzhang, the first emperor of the Ming Dynasty, hated Mencius so much that he thought it was unworthy of him to be called "Sage" and to have his tablets in the temple, so he canceled his place in the temple. In his later years, he had more experience, read the "Mengzi" "Heaven will send a great task to the people, must first suffer their will, labor their muscles and bones, starve their bodies and skin, empty their bodies, line whisking what they do, so move the heart to tolerate sex, has benefited from their inability. ...... then know born in fear, and died in peace and happiness" section, can not help but clap, that Mencius is really not lost as a saint, is a saint, and then resumed Mencius to enjoy the Holy Temple of the position. (show the portrait of Mencius)

(B) recitation activities

1. Teacher reading the text.

Activity strategy:

Read a little slower, highlighting the pause in the sentence, maximize students' understanding of the text.

2. Two students at the same table or at the front and back tables as a group, listen to each other, read, and recite the whole text.

Recitation requirements and strategies:

Be able to read the text accurately and clearly, and be able to point out the mistakes and shortcomings of other students.

(C) Read the text

1. Students sit down, teachers and students read aloud in unison.

2. Ask the students to recognize the reading

The lesson plan, "Born in Worry, Died in Peace", in the first book of the eighth grade language of the Language Edition, is from the web!

The following words and phrases

畎亩 傅说 胶鬲 行拂乱其所為 入则无法家拂士 曾益其所不能

(4) Read and Appreciate the Text

1. Invite the students to read paragraph 1 on their own, and with the annotation, to learn about the characters and their stories.

Student activity requirements:

Ask students to summarize the most notable ****similarities of the characters listed in paragraph 1.

2. Expand the story.

Tell the story of Thyme.

Baili Xi was a slave whose name we only know as Baili, not even his first name. Xi, is not his name, it is a hieroglyphic character, the upper part of the character is a hand, the middle part is a rope, tied to the hand, the lower part of the character is a person, together this character means a person who has lost his freedom, i.e. a slave.

Bai Li Xi was originally a minister of the state of Yu, but the king of Yu was so stupid that he didn't use him. After Yu was destroyed by Jin, he became a captive. The king of Jin gave him to the wife of Duke Mu of Qin as his attendant. Bai Li Xi fled from Qin, but he was captured by the Chu people before he could escape from the country. Duke Mu of Qin knew that Bai Li Xi was a talented man, so he ransomed him with five sheepskin. By this time, Bai Li Xi was already over seventy years old! Duke Mu of Qin talked with him for three days and three nights, and understood Thyme better, so he gave him the heavy responsibility of the court.

3. Recite paragraph 1.

Student activity strategy:

First try to memorize, and then unanimously memorize, but also ask students to memorize emotionally.

4. Summarize paragraph 1.

It is quite imposing to list facts in prose. The historical figures listed in the **** the same point is: in the experience of hardship and suffering before the achievement of extraordinary career.

5. Ask students to read paragraph 2 on their own and translate the sentences with the notes.

Self-reading requirements:

Pay attention to the pause within the sentence, read the sentence neat rhythm, flavor.

6. Ask students to clarify the meaning of words and phrases.

Therefore, the sky will send a great task to the people: therefore, therefore, so. In, give. It is, such. Also, used at the end of a sentence to indicate a pause.

Must first suffer their hearts and minds, labor their muscles and bones, starve their bodies, empty their bodies, line whisking their behavior, so move their hearts and minds to tolerate sex, has benefited from its can not be: its, each sentence are interpreted as "he". Bitter, is a special use, translated as "make ...... bitter", which is called make use of. Labor, hunger, lack of space, flick, move, endure, are all make use of.

7. Recite paragraph 2.

Student activity strategy:

First try to memorize, to experience the sentence pattern, and then memorize, but also ask students to memorize emotionally.

8. Memorize paragraphs 1 and 2 together.

(V) Classroom summary

(VI) After class homework

1. Collect the materials of the characters listed in paragraph 1, read and choose a story to tell.

2. Memorize paragraphs 1 and 2 and remember the special usage of words.