First, the description of teaching materials
This word was written by Mao Zedong after reading the inscription by Lu You, a patriotic poet in the Southern Song Dynasty. The main idea of the word is: the wind and rain have just sent spring back, and the flying snowflakes are welcoming the arrival of spring. It's already the coldest moment of freezing snow, and pretty plum blossoms are still blooming on the edge of the cliff. Although plum blossoms are beautiful, they don't show off themselves, just to report the arrival of spring to people. When the flowers are in full bloom, she will feel extremely gratified.
Lu You's original words are a portrayal of his indomitable character. Lu You lived in the era when the Jin Dynasty sent troops to attack the Song Dynasty. Facing the reality of broken mountains and rivers, he advocated the war of resistance, but he was repeatedly hit and excluded by capitulationists. The plum blossom in the poem, born in a deserted place, blooms and falls on the side of the broken bridge, ignored, and the dusk is approaching, so there is nothing to do. It was sad enough, but it was destroyed by wind and rain, which is obviously the epitome of Lu You's unfortunate experience. Although Lu You was devastated and repeatedly hit, he was determined. He is like that plum blossom. He doesn't want to compete for beauty and win favor, and let all flowers envy and repel him. Even if it is shattered, it will not change his firm belief and unyielding character.
Although these two poems are both about plum blossoms, the ideological connotations of Mao Zedong and Lu You are obviously different due to the differences in times, personalities, experiences and aesthetic tastes. This is the difficulty in understanding this lesson.
Second, learning objectives
1. Read the text correctly, fluently and emotionally. Read and write the text silently.
2. Understand the main idea of the text and experience Mao Zedong's revolutionary optimism and humble style.
Third, teaching suggestions
1. The introduction of "inscription" in the preview only requires students to have a simple understanding of this genre, not to be too knowledgeable and not to play, as long as they know that "operator" is an inscription name. Teaching can be introduced by students reading and reciting other words.
2. The basic requirement of high school poetry teaching is to guide students to read and recite with emotion on the basis of understanding the main idea of poetry. According to this requirement, students can read by themselves first so that they can read correctly. Then, guide the students to read the text repeatedly, read the text well and get a general understanding of the meaning of the words. Teachers can inspire students to talk about the general idea of words, and teachers and students can complement each other and correct mistakes. On the basis of familiarity, guide students to read, recite and write silently with emotion.
Guiding students to read aloud with emotion is the focus of this course. Reading teaching can be carried out on the basis of students' basic understanding of the meaning of words and the author's feelings. The basic way of guidance is: students practice reading freely-try reading by name-demonstrate guidance-practice reading again-try reading again. You can also create situations, such as showing pictures, accompanied by warm and cheerful music, so that students can read aloud emotionally. The reading of words is slightly different from that of ancient poetry, which also pays attention to rhythm and rhyme, but the tone between sentences is more coherent, and the pause between ascending and descending lines is slightly longer, which pays attention to the creation of artistic conception. This word is close to modern Chinese in language form, which is convenient for the brewing and expression of emotions when reading aloud.
4. In the process of reading and understanding, we should closely focus on the characteristics of plum blossom-cold ling alone, pretty and not fighting for spring, optimistic and open-minded, discuss and communicate, understand revolutionary optimism and broad mind, so as to be fascinated by Mei's charm and character. Attaching Lu You's words to paper can help students read more and realize that the word Mei is also written, but it gives people a completely different feeling. However, it should be noted that these two words give plum blossom different ideological connotations, and it is not necessary to guide students to compare these two words.
5. The original intention of the second question of Thinking and Practice is to guide students to understand the character of Meihua, praised by the author, who is not afraid of difficulties and obstacles, and is not proud of himself. On the basis of students' basic understanding of the meaning of words, students can be inspired to fully talk about their own views. When necessary, teachers can refer to the "textbook description" and "reference materials" for some guidance.
The purpose of the third question is to guide students to imagine according to the words "cliff", "hundred feet of ice" and "beautiful flowers", so as to deepen their understanding of plum blossom character. Students can use language to describe or draw stick figures, and teachers should affirm students' basic reasonable imagination. If necessary, teachers can collect some pictures of famous painters for this word, but don't use this as a standard answer to limit students. The main purpose of topic selection is accumulation. One is to stimulate students' interest in reading and accumulating Mao Zedong's poems through the study of this first word. If possible, students should be encouraged to collect as many audio-visual materials about Mao Zedong's poems as possible, and prepare to organize a Mao Zedong poetry recital and concert. The second is to recite Lu You's Yongmei Ci.
6. To understand words, you should put them in this word and associate them with sentences. The following explanations are for reference only.
Baizhangbing: Describe extreme cold.
Laughter in the bushes: When all the flowers are in full bloom, I feel gratified and happy.
Open without owner: no one cares, no one appreciates.
More: more affected.
Fourth, reference materials.
Traditional literati in Mao Zedong and China regard plum blossom as a "diner" among flowers, and they are also called "three-year-old cold friends" with Matsuzaka. Among all kinds of flowers in nature, Mao Zedong likes plum blossom best. On the carpets, pen holders, teacups, ashtrays and rice bowls he used, you can see the plum blossom patterns swaying in the branches. The plum blossom carpet in Soong Ching Ling's former residence was presented by Mao Zedong. Almost all Yongmei's Chinese masterpieces have been read and written by Mao Zedong. This elegant and profound plum blossom "complex" engraves the life interest and pursuit of a generation of great men.
Lu You (1125—1210) is a word service concept. A native of Yinshan, Yuezhou (now Shaoxing, Zhejiang),
Great patriotic poets in the Southern Song Dynasty also wrote lyrics. He used to be a judge in Zhenjiang and Kuizhou. He insisted on resisting the invasion of the rulers, so he was suppressed by the capitulators. He was diligent in writing all his life, leaving behind many poems, such as Selected Poems of Weinan, Poems of Jiannan, Legacy of Fang Weng, Notes on Old Ann Studies, etc.
10 three ancient poems
First, the description of teaching materials
Three ancient poems were selected in this class: Long Songs, Seven Steps Poems and Embankment.
Long Songs is a folk song of Yuefu in Han Dynasty. The main idea of the whole poem is: as soon as the sun comes out, the dew on the vegetables in the garden dries up; Warm spring brings benefits to everything and makes everything full of vitality, but we often worry about the arrival of autumn, because when it comes to autumn, flowers and plants wither and everything loses its vitality; All rivers flow eastward into the sea. When will they come back? It's no use crying and regretting when you are old if you don't study hard in your teens. The first four sentences show that the good times are short-lived, fleeting, and never return after the morning dew, the withering of flowers and plants, and the return of rivers to the sea. The last sentence is straightforward, exhorting people to cherish time, work hard as soon as possible, and don't wait until they are old to sigh.
The author of Seven Steps Poetry is Cao Zhi, a poet in the Three Kingdoms period. The main idea of the whole poem is: the beans are boiled in a pot, and the residue of the beans is filtered out, leaving the bean juice as soup; The beanstalk burns at the bottom of the pot, and the beans cry in the pot; Beans and beanstalks originally grew on the same root. How can beanstalk torture beans in such a hurry? The first two sentences describe the phenomenon of burning and boiling beans in daily life, while the last sentence focuses on expressing Cao Zhi's inner grief and indignation. He is obviously questioning Cao Pi: You and I are brothers, why are we so hard?
Chusai is the work of Wang Changling, a poet in the Tang Dynasty. "Going out of the fortress" means going to the border to defend the frontier. In the ancient poems describing military life, most of them indicate the border of the moon. The bright moon and the border pass have become two typical scenes in the life of soldiers guarding the border. The soldiers guarding the border probably have no time to miss home because of the busy military affairs during the day. In the silent night, facing the desolate mountains, they are lonely and sad. When they looked up and saw the bright moon thousands of miles away, they bowed their heads and missed their relatives in their hometown. The general idea of the whole poem is: this bright moon is the bright moon that frontier fortress soldiers looked up to in Qin and Han Dynasties, and this pass was guarded by frontier fortress soldiers in Qin and Han Dynasties. After a long journey, the soldiers stationed on the border have not returned to their hometown. As long as there is a general like Li Guang guarding the border, we won't let the Hu people's cavalry cross Yinshan to invade the south. The whole poem reflects the author's sympathy for the soldiers who have not returned for a long time, and also expresses the poet's good wishes, hoping that the court can be a good general, calm the border war as soon as possible, and make the country get peace and the people live a stable life.
Second, learning objectives
1. Learn three words.
2. Read the text correctly, fluently and emotionally. Recite the text and write "The Embankment" from memory.
3. Understand the theme of poetry and feel the poet's sincere feelings.
Third, teaching suggestions
1. Before learning a new lesson, students can be guided to hold a small poetry contest, recite some ancient poems they have read (including those read in and out of class), or create some situations to stimulate students' interest in learning this lesson.
Before teaching this lesson, students can recall the methods of learning ancient poems. On the basis of self-reading, with the help of the notes in the text, understand the general idea of the poem, and let the students correct their pronunciation in groups and talk about the meaning of the poem. After students have a basic understanding of the theme of poetry, guide them to form a picture in their minds when reading and tell the imaginary scene in their own words. Then through reading aloud, I can further understand the thoughts and feelings expressed in each poem, and try to express these feelings in reading aloud. Finally, organize students to recite and write from memory.
3. Guiding students to understand the thoughts and feelings expressed in poetry is the focus of this course, which can be carried out in several steps. First of all, guide students to understand what poetry says (that is, to understand poetry in general, rather than to analyze it word by word). For example, students only know that this poem is about "beans and beanstalk originally grew from one root. How can beanstalk suffer from beans in such a hurry?" Can they understand Cao Zhi's grief and indignation at the same root decoction? Secondly, we should guide students to grasp the key sentences in poetry. Long Songs and Seven-step Poems are all lyrical by borrowing things, and the description of things leads to the main meaning to be expressed. Therefore, we should grasp the key verses that express the main meaning, such as "Young people don't work hard, old people are sad" and "born from the same root, why rush?" To understand the author's thoughts and feelings. Thirdly, to guide students into the artistic conception described in the poem, such as Fortress, we can guide students to imagine what the soldiers who have left their homes and traveled long distances to defend the border might think when facing the bright moon, so as to understand the poet's sympathy for the soldiers defending the border and their yearning for peace. Fourth, guide students to read aloud with emotion, and strive to read aloud with emotion.
4. The first question of "Thinking and Practice" requires students to read the text, recite the text and write "things" by heart. The content and style of the three poems are different, so the emotional treatment when reading aloud should be different. The first two sentences of the first song can be happy and grateful. "Decline" is a description of the bleak scene and a sign of regret. Finally, I read in a sigh and exhortation tone, "Young people who don't work hard are sad." The second song, because of the special relationship between the poet and the object of condemnation, should be read euphemistically and deeply, with a reminder and exhortation tone in irony. The third read the solemn and stirring generosity. Read it several times on the basis of understanding the thoughts and feelings expressed in the poem, and then let the students practice reciting it. When you are dictating, you should pay attention to writing the words correctly and punctuation.
The second topic "Thinking and Practice" aims to guide students to understand the general idea of the poem on the basis of understanding some key words. Students can read poems repeatedly first, think about the meaning of some words in the context, and some can look them up in the dictionary; Then talk about the understanding of poetry. Students' understanding of the poem can only be justified, and there is no need to pursue a unified answer. Because in fact, many poems in ancient poetry can be understood from different angles.
The first sentence "cloth" listed in this question can be interpreted as "scattered everywhere" here; The whole sentence can be interpreted as: warm spring benefits everything and makes everything full of vitality. The second sentence, "ran", refers to burning, "weeping", refers to crying; The whole sentence can be interpreted as: the bean stalks are burned under the pot, and the beans are crying in the pot. The third sentence, "Guan", here refers to the border, "return" and go home. The whole sentence can be interpreted as: it is still the bright moon in the Qin and Han Dynasties or the border crossing in the Qin and Han Dynasties, and soldiers who came from distant hometowns to guard the border crossing cannot return home. The phrase "the moon is bright in Qin Dynasty, and the pass is in Han Dynasty" actually implies a meaning: since the Qin and Han Dynasties built the border pass to prevent Hu from going south, a batch of soldiers have been sent here to guard the frontier.
5. Pay attention to extracurricular expansion. In teaching, students should be encouraged to read after class and collect materials related to poems and poets. For example, collecting legends about seven-step poems, reading other frontier poems and poems to persuade students to learn, and broadening the space for students to learn Chinese.
Fourth, reference materials.
Yuefu poetry school in han dynasty. It used to be the music official office of the Han dynasty court. Its main task is to collect folk poems and music from all over the country. Later generations called this kind of folk songs or works simulated by literati Yuefu.
Cao Zhi (192—232) was a poet of Wei in the Three Kingdoms Period. Zi Zijian was born in Peiguoqiao County (now Bozhou City, Anhui Province). Cao Cao's third son, Cao Pi Di. His works include ten volumes of Cao Zijian's collected works, more than 80 poems and more than 40 essays.
Wang Changling (? -about 756) Tang Dynasty poet. Shao Bo was born in Jiangning (now Nanjing). Talking about Taiyuan people, talking about Jingzhao (now Xi 'an, Shaanxi) people. In the fifteenth year of Emperor Xuanzong of the Tang Dynasty (727), he was admitted to the Jinshi. Although he was promoted to a captain, he was later demoted again and again and was finally killed by Qiu Xiaojin, the secretariat of the Tang Dynasty. Save more than 80 poems/kloc-0, and write more about frontier fortress and women's life. Deep feelings and concise language. His works include Wang Changling Collection.
Dragon City Flying General Army "Dragon City" refers to Lulong City, which belonged to Beiping County in Han Dynasty, in today's Hebei Province. "Flying General" refers to Li Guang, a famous soldier in the Han Dynasty, who is famous for his bravery and good fighting skills. During the reign of Emperor Wu of the Western Han Dynasty, Li Guang was appointed as the right Beiping magistrate. When the Huns heard about it, they called Li Guang the flying general of the Han Dynasty, and they dared not invade the right Beiping area for several years.
15 two ancient poems
First, the description of teaching materials
Xiuzi is the representative work of Lu You, a patriotic poet in the Southern Song Dynasty. In the poem, the author expressed his great indignation at the humiliation and peace of the rulers of the Southern Song Dynasty in the tone of will. An incomparable desire to recover lost land, revenge and reunify the motherland. The first sentence at the beginning of the poem shows that he is going to die, but he doesn't feel fear and pain. "Yuan Zhi", which is what I already know as "everything is empty", means that when a person dies, everything in the world becomes irrelevant to him, so there is no need to worry about it. This seems ordinary, but it plays an important role in the whole poem. He not only showed the poet's open-minded view of life and death, but also played a powerful role in setting off the following "sadness" In other words, Lu You can ignore life and death, but his concern for the fate of the country and the nation will never die. "But I can't see Kyushu together" means: I have only one kind of sadness that I can't get rid of, that is, I can't see the fragmented motherland reunified with my own eyes. This sentence is to explain his life's worries to his sons, and the next sentence is to write his entrustment and deep hope for his sons. "Julian Waghann" refers to the army of the Song Dynasty. "Beiding" refers to the northern expedition across the river to quell the attack of the northern nomads. "Central Plains" generally refers to the lost land occupied by Jin people. A few figures not only contain the poet's ardent hopes and firm beliefs, but also entrust his wishes and unfinished business to be inherited by the next generation. I hope the children will work hard to realize their legacy, and don't forget that your father is still waiting for the news of the victory of Beiding Central Plains under the grave. The whole poem comes from the heart, blood, fire, tears, resentment, sadness and anger, sincere and touching.
The banks of the Yellow River recovered by the imperial army were called Du Fu's "fastest poems in his life" by his predecessors. In the first month of the first year of Guangde in Tang Daizong (763), Shi Chaoyi committed suicide after defeat, and Tanabe and Li Huaixian surrendered one after another. Henan and Hebei were successively recovered by government troops, and the "Anshi Rebellion" that lasted for more than seven years was completely subsided. At that time, the poet Du Fu and his wife lived in Zizhou, Sichuan Province. When he heard the good news of the victory, he couldn't help being ecstatic. In his extreme excitement, he changed the gloomy and implicit poetic style in the past and wrote this well-known masterpiece of seven laws in lively and hearty language.
The poem takes "the news of the distant western station!" The north has been taken back! " And tell the good news directly. Northern Hebei is the home of Anshi Rebellion. The recovery of northern Hebei marked the disintegration of Anshi Rebellion and the unification of broken mountains and rivers. This is really great news for this poet who has been wandering "Jiannan" for many years and is eager to end his exile and return to his hometown. The poet expresses his mixed feelings by writing his own tears. In the second couplet of poetry, the poet's surprise is more incisive. With tears of joy, I look back at * * * *' s troubled wife and children. Their old gloom has long since vanished and they are immersed in joy. The joy of relatives is the poet's greatest comfort. He was almost mad with joy. He tidies up his poems at will and never studies at his desk. This is extremely abnormal behavior for a person who has read a lot of books. This abnormal description appropriately shows the poet's ecstasy. "ecstasy" is not only the result of the first surprise above, but also the reason why the following surprise leads to the prospect. Because of his "ecstasy", he indulged in drinking and singing, which led to the daydream of youth companies and going home by boat. Therefore, there is a third line in the poem, "Loudly sing my songs and drink my wine, and start my home on a green spring day", and the poet further rendered and sublimated his inner ecstasy. Tailing couplets are an imaginary route to return home, with the dam as the starting point, Wuxia as the only place to pass, Xiangyang and Luoyang as the poet's original residence and hometown. This sentence accurately expressed the poet anxious to return's joy in regaining lost ground.
Second, learning objectives
1. Learn four new words and read and write the following words correctly: Nai Weng, Li Xi, Martial Arts and Luo Yang.
2. Read the text correctly, fluently and emotionally. Recite the text and write "shower" silently.
3. Experience the strong patriotic feelings expressed in the poem.
Third, teaching suggestions
1. Where conditions permit, students can be arranged to consult the materials about Lu You and Du Fu before class to learn about their life years and other patriotic poems they wrote, so as to help students better understand the text and appreciate the patriotic feelings of poets.
2. Teaching "for children", teachers can introduce topics from Lu You's wishes, thus arousing students' interest in reading and experiencing the touching feelings of this patriotic poet's will. Teaching "The two banks of the Yellow River were recaptured by the imperial army" allows students to talk about the information collected before the lecture, so as to understand the suffering caused by the Anshi Rebellion. Reading the text on this basis may have a deeper understanding of Du Fu's "forgetting me".
3. To teach these two poems, students should be guided to read them by since the enlightenment. Students can refer to the notes, contact the context, get a general understanding of the meaning of the poem, and then guide them to talk about their feelings and experiences on the basis of familiarity. For example, for children, students can talk about what they have learned from poetry and what poetry they have learned from poetry. From the word "sadness", students may realize the sadness that the poet died without seeing Kyushu. From the latter sentence, we can realize the poet's infinite hope of recovering lost ground. Another example is "The banks of the Yellow River were recaptured by the imperial army". Let the students tell what is the reason for Du Fu's happiness, and from which poems can we see Du Fu's happiness.
4. These two poems are clear in words, but full of deep feelings, both full of the poet's patriotic feelings, which should guide students to experience. Lu You wrote poems on his deathbed, saying nothing about other household words, only saying "I didn't see Kyushu" regret; There is no other charge for my son, only reminding them not to forget to tell him the good news of "Beiding Zhongyuan" when they sacrifice at home. What a deep and sincere patriotic feeling this is! Du Fu was very excited and happy when he heard the news that the government forces recovered Henan and Hebei, not only because he could end his wandering life from now on, but also because the motherland could be reunified and the people could avoid the suffering of war. In teaching, after learning two poems, students can be guided to discuss the third question of "thinking and doing", so that they can realize that sadness and joy express the same patriotic feelings. If possible, please ask the students to read several other patriotic poems of the two poets, such as Lu You's Feeling of Going Out of the Hedgehog in Autumn Night to Meet the Cold, The Storm on November 4th (I), Du Fu's Returning to Wild Goose and Moonlight Night, etc., to further understand their patriotic feelings.
5. The second question of "Thinking and Practice" is to guide students to understand poetry and make association on the basis of understanding poetry, so as to reflect the training project of "thinking from the content of reading".
The first sentence, "but", only; "sadness", sadness; "Kyushu with", unified China. I know that when people die, they don't know anything, but they can't see the reunification of the motherland and feel sad.
The second sentence, "wife", wife and children; "ecstatic", I am ecstatic. The whole sentence means: look at the wife and children again, their worries are gone; I rolled up my poems and books at random, and I was almost crazy with joy.
As for "what do you think?", you can let the students talk about their associations freely, and you must not provide any standard answers.
Fourth, reference materials.
Lu You wrote many poems in his life.
There are more than 9,000 songs preserved, which are extremely rich in content. His poems express political aspirations, reflect the sufferings of the people and show a strong desire to restore national unity. Xiuzi is a masterpiece of Lu You's poetry. Hu Yinglin called this poem "Loyalty, Righteousness, Anger, Falling Between Twenty-eight Characters".
Du Fu (7 12—770) was born in Gongxian County, Henan Province (now Gongyi, Henan Province). He is eleven years younger than Li Bai, and they have a deep friendship. Their creative achievements are different and indistinguishable. In China literary world, they are called "Du Li", one is a "poetess" and the other is a "poetess". Du Fu wrote many poems in his life, and more than 1500 poems have been handed down to this day. His poems are like a mirror, which truly reflects the social reality of the Tang Dynasty from prosperity to decline. They are not only rich in content, but also full of lofty spirit of loving the motherland and the people, and are known as "the history of poetry". In terms of creative methods and techniques, Du Fu deserves to be regarded as an all-round poet, excellent works of various genres, rich and colorful expression techniques, deep style and tragic melody, especially in the refining and application of language, and he can be regarded as a master of a generation, making an indelible contribution to the development of China's poetry. Famous masterpieces include Three Officials, Three Farewells, Spring Hope and Jueju (two orioles singing green willows).
An Shi Rebellion In 755 AD, An Lushan used the political corruption of the Tang Dynasty to launch a rebellion in Fanyang. The rebels went south to capture Luoyang and Chang 'an. In the Tang Dynasty, Guo Ziyi and other generals led troops to put down the rebellion. Later, Shi Siming, the ministry of An Lushan, rose against the Tang Dynasty again. It was not until 763 that the Tang Dynasty defeated the rebels.
25 Two Ancient Fables
First, the description of teaching materials
Two ancient fables were chosen in this lesson. These two fables are short and interesting stories, which satirize some ridiculous phenomena in life and reveal some profound truths.
Spears and Shields tells the story of a man who boasted about the spears and shields he sold, but was unable to justify himself because of self-contradiction, and warned people to seek truth from facts when speaking and doing things, and not to exaggerate and contradict themselves. "Zheng Ren buys shoes" borrows a person who would rather believe in the size of his own feet than himself, satirizing people who stick to the rules, believe in dogma and don't respect objective facts. The two fables are lively and interesting, concise, and both use "stupid things"-ridiculous things, which enlighten people from the opposite side and make people think.
This fable of the original text of ancient Chinese is particularly concise but vivid, with clear and profound meaning, but it can also make people appreciate some meanings and humor. The full text of spear and shield has only four sentences with two meanings. The first two sentences are about how the man boasted about his shield and spear, and the last two sentences are about how he was puzzled and speechless. "Zheng Ren buys shoes" is also divided into two layers. First, the whole process of this person from measuring and preparing to buy shoes to later "no shoes" was stated; Then point out the reason why he doesn't buy shoes in a simple conversation. The front and back are closely related. Neither fable has any comments from the author, but takes the dialogue as the finishing touch, and points out the meaning with the characters' own words, leaving room for readers to think.
Besides continuing to understand the differences between ancient and modern meanings and expressions, it is difficult to understand the meaning of every fable and express it in your own words. Guiding students to grasp the key words in the dialogue and start thinking and discussion can become the focus of teaching.
The purpose of compiling these two fables is to continue reading a little classical Chinese on the basis of eleven volumes of initial contact with classical Chinese, so as to lay the foundation for junior high school learning; At the same time, guide students to understand some life truths from these two fables.
Second, learning objectives
1. Learn seven words.
2. Read the text correctly and fluently. Recite the text.
3. Be able to understand the text with the help of notes and understand the content of the text initially.
Third, teaching suggestions
1. These two fables are in classical Chinese, which are quite different from modern Chinese in expression, but there are notes for reference.
It is much easier for primary school students to read, and they have been exposed to the classical Chinese of 1 1, so students have some experience. Therefore, like the teaching of modern Chinese, we should stick to the strategy of focusing on self-reading and focusing on the accumulation of feelings. In teaching, we should try our best to let students study independently and explore cooperatively, so that they can question and solve doubts. Teachers should give appropriate guidance and help, and explain when necessary. Forget grammar. Annotations in textbooks can not only help students understand words and sentences, but also help them gradually understand the differences between ancient and modern meanings and expressions. We should inspire students to make full use of these notes, but don't let them memorize them.
2. The teaching of this course is arranged in two classes, and each class can focus on learning a fable. There are many similarities between these two fables besides their specific contents. Taking Spears and Shields as an example, the following teaching steps are suggested: first, teachers demonstrate reading, so that students can try to read the text and understand the meaning of sentences with the help of notes; Then, guide reading, read sentences correctly and fluently, and further understand the meaning of sentences in repeated reading; Then, connect the meanings of sentences and practice telling fables; Finally, discuss and understand the implication, and talk about feelings with practice.
3. Guiding reading and reciting is the focus of teaching. "Reading a book a hundred times, its meaning is self-evident", which is the experience of ancient Chinese reading. The obstacle for students to read ancient Chinese now lies in the differences between the words and sentences used in ancient Chinese and modern Chinese. To eliminate this obstacle, primary school students can't speak the morphology and syntax of ancient Chinese. The main methods are: first, let students try to figure out the main idea of the sentence by consulting notes, and then read it repeatedly to understand the meaning of the sentence and even the whole text as a whole. In the process of students practicing reading aloud, teachers should strengthen guidance. In the reading of the two fables, besides the correct pause and stress, we should pay attention to the tone and rhythm.
Spear and shield
Chu people/those who have shields and spears have a reputation: "My shield is strong, and things can't sink." He also praised his spear/said, "The benefits of my spear are all in things." Or:
"With a child's spear/child's shield/,what?" He/she can respond.
Among them, in the front part, men brag about their shields and spears, and should appropriately highlight the corresponding parts, with a more public tone; In the second half, the tone of "He can respond to others" slowly changes and becomes heavy. "How about a child's spear and a trap shield?" The tone of the question should be reading (slightly higher at the end). It is also conceivable that people of different ages and personalities have different intonations and rhythms: young and energetic people are quick to ask questions; Older or gentler people can show a certain sense of humor by asking questions more slowly.
People who would rather believe their size than their feet when buying shoes.
Zheng ren/those who have and put on their shoes, first measure their feet/sit down, then go to the market/forget to do it. Having fulfilled his promise, he said, "I forgot to insist." Instead, it is. The anti-urban strike cannot be realized.
People say, "Why not try?"
Yue: "I would rather be reliable than confident."
4. "Thinking Practice" The second question "Read and talk about the meaning of sentences." The purpose of this topic is to list the difficult sentences in the text and focus on understanding. Guide and pay attention to the characteristics of words and expressions in classical Chinese, and understand the methods of expressing the meaning of classical Chinese sentences in modern Chinese. Doing this exercise can guide students to understand the meaning of sentences with notes and read aloud, or it can be arranged after reading the text to understand the meaning. However, whenever you do this exercise, you should take the method of feeling the whole and trying to figure out the sentence. Never talk about the knowledge of function words, content words and sentence patterns in classical Chinese. The following is the general idea of the five sentences listed for your reference.
(1) "My shield is so strong that nothing can sink it." My shield is so strong that nothing can penetrate it. My shield is so strong that nothing can penetrate it.
(2) "The benefits of my spear are all trapped in things." My spear is (especially, very, very) sharp, and nothing can be penetrated by objects. My spear is so sharp that it can pierce anything.
(3) "With the child's spear, where is the child's shield?" It means: how about poking your shield with your spear? Or: what if you poke your shield with your own spear?
(4) "Forget to do exercises in the city." I forgot to measure when I went to the market.
(5) "Why not try?" It means: Why not try on shoes with your own feet?
The third question, "Thinking and Practice", is to understand the meaning of fables and to be inspired and educated by "saying in my own words what is ridiculous about people who sell spears and shields and people who buy shoes". The key to understanding the meaning of fables is to be familiar with the stories told by fables. Therefore, this step of teaching should be arranged after guiding students to be familiar with the text. First, let the students relate the meaning of each sentence and tell the fable story. Then, organize a discussion: Where are the characters in the fable ridiculous? Why are they ridiculous? What have they learned from it? In order to make everyone participate in thinking, we can discuss in groups first, and then discuss in the whole class. Teachers should give appropriate guidance and guidance to students who are not sure and do not understand.
6. The design intention of topic selection after class is to guide students to think beyond the feeling and inspiration of learning fables, and to apply what they have learned by citing such phenomena in their lives. This link is very important, because only by identifying similar phenomena in life can we really understand and improve students' cognitive ability.
7. Most of the new words in this lesson can be compared with the learned words, so as to recognize the shape, distinguish the meaning and practice the words, such as spear giving, reputation giving and copying, and shoes giving.
Fourth, reference materials.
Han Feizi (about 280-233 BC) is Han Fei. China was a thinker and politician at the end of the Warring States Period. He was a student of Xun Qing, a famous thinker at that time. Han Fei inherited and developed Xunzi's legalism, absorbed his previous legalism and became a master of legalism. In the fourteenth year of Qin Shihuang (233 BC), he was killed by Li Si. His works were later called Everything is done wrong, and there are 55 existing works. He opposes the hierarchical system centered on bloodline, and advocates the equality of "nobility", "popularity" and "self-protection"; Oppose "cronyism" and advocate "meritocracy"; Oppose Confucian "rule by courtesy" and advocate "rule by law"; At the same time, it also puts forward that "technique" (the means by which the monarch controls his subjects) and "potential" (the power of the monarch) are the supplements to "law".