Oath of land lesson plan (1)
Teaching goal: pay attention to reading training continuously, and read the correct pronunciation and feelings. Read aloud to understand the meaning of the text. Contact the background of the times and understand the author's thoughts and feelings. Try to find and appreciate wonderful paragraphs and sentences. Understand the writing skills of telephone. Enhance students' good sentiments of patriotism and self-improvement, and cultivate lofty patriotism.
Teaching emphasis: understand the author's thoughts and feelings, and try to figure out wonderful paragraphs and sentences.
Teaching difficulties: understand the writing techniques of telephone calls and try to figure out wonderful paragraphs and sentences.
Teaching tools: small blackboard or projector, recorder.
Teaching methods: independent, cooperative and inquiry learning methods; Heuristic dialogue method
Teaching process:
Second, the basic knowledge of detection
1, phonetic notation: blazing pain () rampant () howling () grotesque () eternal () slang ().
Chinese characters: g, m, o, head (), silent q? () Dirty beard? () grasshopper měng () spot l? Tian Liang
Explanation: blazing pain, rampant slander, grotesque, ancient tacit understanding, filth.
2. Author's introduction: Teacher's supplement after students' introduction
Duanmu Hongliang, formerly known as Cao and Cao Jingping, is a modern writer from Changtu, Liaoning. Prose works include Ergun River, Grassland Wind, Flower Stone, Cao Xueqin, Horqin Banner Grassland, Earthsea and Yangtze River.
Third, overall perception.
1, the teacher reads the text. While paying attention to the author's thoughts and feelings, how do you feel after listening to this article?
2. Read the text freely, read the pronunciation correctly and read the feelings. Thinking: What does the article say and how does the author express his thoughts and feelings?
After the students answer, the teacher clicks on the structure of the article.
3. Read the text by name. Other students listened carefully and thought: what is the topic of the text? Oath of the land? Is it the oath issued by the land itself? If not, how to explain it?
Students discuss in groups and send representatives to speak.
The teacher concluded: This topic is unique. According to the article, this oath was issued by the author to the land. At the end of the article, the author vowed: I want to go back to her? I would give anything for her. I must see a more beautiful hometown appear in front of me? Or my grave. ? Readers can strongly feel this bottoming oath. So this title should be understood as an oath to face the land? Not the oath of the land itself .
Fourth, study and think.
1. Read the text and underline the most wonderful paragraphs in the text.
The students' answers here may be different, so long as it makes sense, try to figure out the key points? When I was lying on the ground. Strange wind on Master Yuan? A paragraph.
Read repeatedly, discuss in groups and analyze the highlights of this paragraph, which can be combined with exercise 1 After the discussion, representatives will be sent to answer, and students who answer well should be praised.
The teacher made a supplementary summary (refer to the answer)
(1) In this passage, when we listed the scenery in Northeast China, we chose distinctive and meaningful scenery to form one picture after another, which flashed like a focal plane, showing the richness and beauty of Northeast China.
(2) This paragraph uses many distinctive adjectives to describe the scenery and products.
(3) Rhetorical devices such as parallelism and metaphor are used in this paragraph, which enriches the emotional expression of the article and makes the scenery more vivid and vivid.
(4) The article describes the scenery and products of Northeast China from the perspectives of hearing, sight and smell, giving people an intriguing feeling.
2. The author expresses homesickness in poetic language, with soothing feelings and beautiful realm. Find out the most emotional and wonderful sentences in the article, and understand and ponder these sentences in connection with the background of the article.
Let the students read the underlined sentences repeatedly and try to figure them out, so as to deepen their understanding of the author's feelings.
Reference examples are as follows:
(1) I sometimes put my hand on my chest? Because I often feel that it is full of enthusiasm.
? Overflow? This word can be divided into derogatory and positive meanings, meaning uncontrollable and expressing the author's uncontrollable homesickness.
She whispered my name? I have to go back.
It expresses the author's deep love for his hometown and his desire to return to his hometown.
(3) When I think of my hometown? That's where the sound came from.
Expressed the author's close feelings with his hometown, which can't be separated in an instant.
(4) When I get up? This is my hometown.
Expressed the author's firm belief and determination to liberate his hometown.
I must see a more beautiful hometown appear in front of me? Wash away all her filth and shame.
Expressed the author's firm belief in liberating his hometown and his determination to devote everything to the liberation of his hometown.
(6) On the land of my hometown? My handprint was left on that heavy pick.
The author is useless in the sentence? My laughter is floating around? Echo my laughter? Because burial is only used for dead things, the laughter left by the author in the field was once crystal clear as dew on the ridge of the field, emitting charming luster. Today, all this has long since ceased to exist. The laughter and laughter of the past have long gone, replaced by sadness and indignation! Is the author's smile true? Dead? It was buried in the field of my hometown. The author's happiness belongs only to the lost homeland. So use it? Buried? There is a heavy feeling and grief. Who buried our laughter and who took it away from us? Tianlong? We will bury them! Let the ridge where our laughter is buried become the graveyard where the invaders are buried! This is also one of the reasons why the author made a clank oath.
There are still many articles, and the students' answers are reasonable.
Reflection and induction of verb (abbreviation of verb)
1. Why did you write the article in the first place? Kanto? Use? She? To the address, and in the back, but changed to say? Land, vilen, my hometown, you must be liberated! You must stand up! ?
Students discuss in groups and then answer.
The teacher summed up: the change of people is the result of emotional changes. The article began to use the third person because the feelings were relatively stable at first, but with the author's emotional excitement step by step, the author was not satisfied with using the personal pronouns introduced to the third party? She? Therefore, it is more direct and urgent to have a dialogue and exchange with the object described by oneself, which is commensurate with the land. This is called rhetoric? Call? , has a strong lyrical effect, the article is the use of this unique lyrical way, only in the reader's mind, aroused a strong * * * Ming, which is worth learning from in future writing.
2. How do you feel after learning this article? The students spoke freely, and the teacher concluded: The students spoke very well. I hope that after learning this article, the students will really experience a spiritual baptism. Let's follow the footsteps of our predecessors, love our hometown with our lives and defend our motherland with our lives.
Summary and expansion of intransitive verb knowledge
1, the author Duanmu Hongliang expressed his deep homesickness and patriotism in the language he confided. Hometown is always the place where people stay, so please use a five-word ancient poem to summarize the irreplaceable role of hometown in one's life journey.
A, the answer may be different, just right.
The teacher concluded: It's moonlight in how bright at home! .
Oath of the Land Teaching Plan (2)
Teaching objectives
1. Let students understand the author's thoughts and feelings of loving his hometown and motherland by reading aloud.
2. Grasp the author's thoughts and feelings by appreciating wonderful sentences and paragraph descriptions.
3. Cultivate students' feelings of loving their motherland and hometown, and sing praises to their hometown in their own language.
Teaching focus
1. Cultivate students to appreciate wonderful sentences and paragraphs through taste and grasp the patriotic feelings of the author.
2. Further cultivate students' feelings of loving the motherland and hometown. Praise your hometown in your own language.
Teaching time: one class hour.
Learning method guidance: appreciate the scenery, experience feelings, explore independently, and cooperate and communicate.
Teaching design
First, create a scene to activate emotions
Play the song "Where I was born" before class.
Passion guidance:
? Giving birth to me is this land, and raising me is a song after song of this land, which embodies people's deep affection for the land! Land, a kind name like mother, always makes you move, just like mother caresses us with gentle hands and moistens us with sweet milk; Land, you are raising everyone in China with a broad mind!
Our ancestors have lived, worked and struggled in this land for generations, and they have a feeling that they cannot give up. People will not forget that the farmer who worked hard to make a living was pregnant? Hometown? ; People will never forget, what are the bedside treasures of overseas Chinese living in seclusion? Rural well soil? ; People don't forget? Inch golden bridge? Do people in the world hold it? When the land is precious, go to war with Iraq and swear for the survival of the country? Faith? Years are long, which can dilute many memories, but can't take away the deep tragic strings. Today, let's feel the oath of the land together. What kind of shock will she bring us?
Second, the overall perception experience emotion
1. Play video: Oath of the Land Experience the author's thoughts and feelings.
2. Students think: What kind of oath has the author made in the face of his native land? What kind of emotion did the author express?
3. Student communication: the author's feelings (nostalgia, praise, sadness, anger ...)
4. Students read aloud: further feel the feelings in the text and draw the sentences and paragraphs that can impress them the most.
5. Student activities: What do you think moves you most in the text? Draw with wavy lines.
6. Students discuss: Which sentences or words in the text can best express the author's feelings? Say it? Students should read the sentences or paragraphs they find and read out their feelings. )
7. Teacher-student interaction: guide students to find sentences to talk about feelings, and teachers stimulate students' interest in learning.
8. student exchange:? I have a burning love in my heart? I always hear it? I hear it calling me all the time. ? I often feel that it is full of enthusiasm. ? Bury my laughter in that field. ?
9. Teachers ask questions:
(1) What are the unique scenic specialties in Northeast China listed by the author? Why do you describe it like this?
After discussion, the students made it clear that the author listed birch forest, red sorghum, horse and black soil. In order to show the richness and beauty of the northeast land, the author expressed his warm praise and deep nostalgia for his hometown.
(2) How to understand the title of this article: Oath of the Land?
Students answer after discussion:
This title is unique, and its main point lies in the "oath". According to the article, this oath was issued by the author to the land. This title should be understood, right Vows made in the face of the land? Instead of. Oath from the land itself? .
Third, appreciate and analyze students' inquiry.
Students find out the key words, sentences or paragraphs and enjoy them together.
Teacher example:
1. How to understand the text? I often feel that it is permeated with a kind of enthusiasm? Are you online? Overflow? 、? Bury my laughter in that field? Are you online? Bury? What are the exact meanings of these two words?
? Overflow? What was the original intention? The river overflowed and flooded the land? And extend to? Ideas and things spread everywhere? . If you study this word carefully, you will find it very appropriate: the author's mood is like an unstoppable flood breaking its banks. Has the author's angry and wild emotions been exploited? Overflow? Describe it. It's a little wild and uncontrollable. As for it? Buried my laughter? Are you online? Bury? You know, burial is only used for dead things, so is my smile dead? Yes, the laughter left in the field in the past was once glittering and translucent like dew on Gong, emitting charming brilliance. Think like this, use? Bury? Is there a layer of heavy feeling and grief?
2. How to understand the last few sentences in the first paragraph?
The teacher's instructions are clear:
He used poetic language to create two trembling, angry and unstoppable images, one is the heart of the earth and the other is the heart of the author. This big one? Kanto? Because of these anthropomorphic descriptions, I have a life and feelings, so I can summon me like a human being and inspire me to fight for it and sacrifice for it!
Student activities Students find that words, sentences or paragraphs are appreciated by teachers and students.
Fourth, question the guidance of teachers.
Students put forward valuable questions in groups and discuss them in class after screening;
1. Why did the article start? Kanto? Use? She? Address, but in the back, you changed your mind and said? Land, vilen, my hometown, you must be liberated! Do you have to stand?
Teacher's instruction: use people correctly. Use the third person first? She? The author did not imply that the land is like a mother, but used a more sensational agitation to replace her with a second person, saying that you can directly talk about your feelings for your hometown, which is direct and urgent and has a strong lyrical effect.
2. What are the advantages of using rhetorical methods of parallelism and metaphor?
Use parallelism and figurative rhetoric to strengthen the emotional impact. For example:? When I was lying on the ground. Strange wind? 、? When I think of my hometown. Hematemesis. ?
Fifth, expand and extend innovative writing.
1. How do the students feel after exchanging this article? How do you express your love for your hometown?
2. Students write a poem or essay praising their hometown and encourage students to describe and praise their hometown. Play Ai Qing's Land I Love as background music, so that students can feel their love again and inspire their creative inspiration.
3. Collect poems or songs about the land after class.
VI. Summary of Reflection Class for Teachers and Students
1. Students reflect on their emotional experience in the process of learning this lesson.
2. Students communicate their writing experience orally.
3. The teacher concluded that today, we learned the oath of the land. We should love the land where we were born and raised, because the land has nurtured Chinese children with a generous mind like the sea, and the land has nourished Chinese descendants with a plump body! I want to sing a poem for the land, and that is the poem of the land; I want to write a song for the land spectrum, and that is the song of the land. Allow me to pluck the strings gently, song for you? We have worked in this field for generations, dressing up for her, dressing up for her (ending with the background music of the song "In the Field of Hope"). Teachers reflect.
Through this lesson, I deeply realized that:
First, give full play to the auxiliary role of multimedia in teaching.
In teaching, reasonable and effective use of multimedia to introduce new lessons and teaching can make students quickly enter the state in the shortest time. Before class, the song "Where I was born" was arranged and played, which made the students fall in love with this land quickly. Then after introducing the new class, I arranged the text video "Oath of the Land". When I opened the video, the students were quickly shocked by the sound, light, pictures, animations and words, and at the same time mobilized their senses and strengthened their feelings, which not only improved their interest in learning, but also pushed their desire for learning to a climax. In particular, the photos of Japanese planes bombing students in Northeast China aroused students' hatred of Japanese imperialism and their love for the great motherland. When students are writing, I use Ai Qing's Land I Love as background music. The melody of music not only inspires students' creative inspiration, but also makes them want to write. This not only optimizes classroom teaching, but also improves learning efficiency.
Second, give full play to the main role of students in the classroom
Students are the masters of learning. How to show it in class? First of all, to create a situation, we should let students use their ears, eyes, brain and mouth effectively in classroom teaching and mobilize students to think positively. In class, students should not only listen carefully, but also read their own experience with full enthusiasm, especially where there are doubts. They should also listen carefully to their classmates' speeches, so that students are willing to try and explore and take the initiative to participate in the whole process of acquiring knowledge. I try to design more student activities. Let the students speak as much as possible, encourage them to speak, and let them dare to express their ideas even if what they say is wrong. Intra-group communication reflects this point even more. The teacher wants to talk about it? Ideas? Actually, should students turn passive learning into active learning? Cramming at the last minute? For initiative. At this time, the teacher should make appropriate transfer. Then, let students write creatively, cultivate their brain and hands-on ability, stimulate their creative desire and improve their writing level.
Third, give full play to the role of patriotic emotion education in teaching.
How to guide students to understand the love of the country in the article has become the core problem to be solved in teaching. Patriotism is not an emotional sermon, it must have a real carrier in teaching, that is, to lead students to study the text, repeatedly taste, self-observation, read the feelings in the text, read the taste in the text, and read the taste of the text integrated with students' own emotions. In order to let the students know the writing background, I also used multimedia courseware to show the pictures of Japanese bombing in three northeastern provinces. The tragic picture enhanced the students' image feeling, and the explosion inspired their patriotic enthusiasm. It also stimulates students' patriotic feelings by collecting some poems about the land after class.