Lecture notes for the eighth grade class on "The Woodcutter, Don't Cut Down That Tree"

Lecture notes on "The Woodcutter Don't Cut Down That Tree" for the eighth grade class

Teaching objectives

1. Knowledge objectives: guide to grasp the tone of the poem and have feelings Read poetry aloud.

2. Ability goal: Cultivate students’ ability to appreciate poetry.

3. Emotional attitudes and values: Cultivate students’ pursuit and yearning for beauty, and create beauty in real life.

Teaching points

Key points: Understand the content of the poem on the basis of reading aloud, and understand the emotions that the poet places in the poem.

Difficulty: Discuss the theme of the poem.

Teaching ideas

Autonomy, cooperation, inquiry, focusing on allowing students to comprehend alone and discover problems by themselves.

Teaching steps

One lesson.

Introducing new lessons

Land desertification, raging sandstorms, flooding, reduction of water resources, etc. At the same time, ignorant people are still cutting down trees indiscriminately. Students, what do you want to say to those who are deforestation indiscriminately? (Students can answer freely, focusing on "environmental protection".)

New Lesson Exploration

1. Author Introduction

George Perkins Morris: American journalist, poet, and dramatist.

2. Word practice

Use reference books or consult relevant materials to complete in-class exercises and master new words in the text.

Woodcutter (qi?o) cover (zhē b?) towering (cān) heartstring (xi?n) rescue (zhěng)

Cover: hide

Towering: (Trees, etc.) towering high in the sky.

Heartstrings: refers to the heart that sings when being moved.

Rescue: Save.

Idleness: doing nothing while idle.

3. Read poems aloud and feel the meaning of the text

1. Read poems in a model. Pay attention to rhythm when reading aloud, emphasize dividing the rhythm of the poem's sentences according to units of meaning, and read aloud with emotion.

2. Select students to share their initial impressions of the poem they read and summarize it.

IV. Analysis and appreciation of poetry

1. Analyze the structure of poetry

(1) Start with the title, issue a true appeal, and tell your reasons.

(2) Continuing the previous section, further explain the reasons why the woodcutter is not allowed to cut down the tree.

(3) Recalling the good times the family spent under the shade of the tree in childhood, begging the woodcutter not to cut down the tree.

(4) Express your true feelings to the old oak tree and sternly warn the woodcutter to stay away from that tree.

2. Analyze the content of the poem

Read the first stanza.

(1) Read the first stanza emotionally and think about it, why did the poet cry? Woodcutter, don’t cut down that tree?

Because the poet and the old man Oak trees have deep feelings.

(2) Please find out which sentences in the poem express the deep feelings between the poet and this old oak tree?

Students answered.

(3) What is this poem about?

It writes: Woodcutter, don’t cut down that tree? and its reasons. It can be seen that there is a close relationship between us and that tree.

(4)What role does the first stanza play in the whole poem?

The title begins.

Read the second section.

(1)What reasons are written in the second section?

? Its glory and reputation/has spread everywhere and its contribution has been great;? Its roots have been rooted in the soil Rooted firmly; it is now a towering tree and has become useful.

(2) At this time, what is the poet's attitude towards the woodcutter?

Questioning passionately.

Read the third section.

(1) Name students to read aloud.

(2) What changes have occurred in the poet's attitude towards the woodcutter? Why?

Pleading hard; because there is the poet's beautiful childhood and the poet's beautiful memories.

Summary: The poet asked the woodcutter again and again not to cut down the tree, which shows the poet's feelings for the old oak tree.

Read the fourth section. What is this poem about?

In this section, the poet first expressed his deep feelings for the old oak tree, and then turned to the woodcutter. At this time, the poet's attitude changed. As the emotion intensified, the tone also changed from the initial gentle persuasion, to the later sincere plea, and finally to the final stern warning: "Woodcutter, get out of that place", "Don't hurt it with your axe".

3. Discuss about savoring poems and experiencing emotions (Exercise 2)

(1) Woodcutter, don’t chop down that tree! Don’t touch a single branch!

I scolded the woodcutter sternly, don’t chop down that tree! You are not allowed to touch any of its branches. I regard myself as the protector of that tree and do not allow anyone to harm it or destroy it. He has deep feelings for the old oak tree and does not want him to be harmed, even by a branch.

(2) Forgive my stupid tears and let the old oak tree stay!

The old oak tree is the testimony of my wonderful childhood life. I beg for permission in an almost pleading tone. The old oak tree was left to comfort my heart and commemorate that period of my family's life. ?I?can cry and beg regardless of my pride, and I can see my deep affection for the old oak tree. Men don't shed tears easily, but they are not sad yet. What others think are "stupid" tears are for the poet a genuine feeling.

(3)Old friend, my heartstrings are tightly wrapped around you, as connected to you as your bark!

Call the old oak tree "old friend", The poet is connected by flesh and blood with the old oak tree, and he is always concerned about the safety of his old friend, and his relationship has reached the deepest level. A very vivid and appropriate metaphor is used here, "just like your tree bark is connected with you", no one can live without the other.

(4) While I can still reach out to save it, don’t hurt it with your axe.

It expresses the determination to defend the tree to the death and fight against it as long as "I" are still there. It shows the deep relationship between the poet and the old oak tree.

4. Tell me why the poet has such deep feelings for this old oak tree? (Exercise 1)

Because this tree has left me too many good memories. It was planted by my ancestors and has grown into a towering tree. As a child, I often played and played in its shade. My mother kissed me and my father touched me here. All the good memories are related to it and it is a testimony of the wonderful life of childhood, so I have deep feelings for this old oak tree.

5. What does this poem express the author’s wish?

The author hopes to arouse people’s nostalgia for beautiful things and their appreciation of nature.

6. Writing method: (1) The content is intuitive (2) The language is popular and fluent

5. Practice and expansion

1. Tell the truth: I do it for greening What? (improvised speech by students).

2. Let the students summarize their learning experience in this lesson (review what new knowledge they have mastered in this lesson and what they have gained).

3. Based on the content of the text, classify and accumulate words that you think are beautiful according to behavior, quality, psychology, etc., and ask students to select five words from the after-class exercises and write a short essay of about 100 words. .

Summary

This article is a unique lyric poem. The poet expresses the recollection of the past, the nostalgia for the ancestors, the affection between brothers and sisters and the endless love in profound language. The yearning for a carefree childhood life, and the strong affection for the old oak tree. Lesson script for "The Woodcutter, Don't Cut Down That Tree" for the eighth grade class

Teaching objectives

1. Knowledge objectives: guide to grasp the tone of poetry and read poetry emotionally.

2. Ability goal: Cultivate students’ ability to appreciate poetry.

3. Emotional attitudes and values: Cultivate students’ pursuit and yearning for beauty, and create beauty in real life.

Teaching points

Key points: Understand the content of the poem on the basis of reading aloud, and understand the emotions that the poet places in the poem.

Difficulty: Discuss the theme of the poem.

Teaching ideas

Autonomy, cooperation, inquiry, focusing on allowing students to comprehend alone and discover problems by themselves.

Teaching steps

One lesson.

Introducing new lessons

Land desertification, raging sandstorms, flooding, reduction of water resources, etc. At the same time, ignorant people are still cutting down trees indiscriminately. Students, what do you want to say to those who are deforestation indiscriminately? (Students can answer freely, focusing on "environmental protection".)

New Lesson Exploration

1. Author Introduction

George Perkins Morris: American journalist, poet, and dramatist.

2. Word practice

Use reference books or consult relevant materials to complete in-class exercises and master new words in the text.

Woodcutter (qi?o) cover (zhē b?) towering (cān) heartstring (xi?n) rescue (zhěng)

Cover: hide

Towering: (Trees, etc.) towering high in the sky.

Heartstrings: refers to the heart that sings when being moved.

Rescue: Save.

Idleness: doing nothing while idle.

3. Read poems aloud and feel the meaning of the text

1. Read poems in a model. Pay attention to rhythm when reading aloud, emphasize dividing the rhythm of the poem's sentences according to units of meaning, and read aloud with emotion.

2. Select students to share their initial impressions of the poem they read and summarize it.

IV. Analysis and appreciation of poetry

1. Analyze the structure of poetry

(1) Start with the title, issue a true appeal, and tell your reasons.

(2) Continuing the previous section, further explain the reasons why the woodcutter is not allowed to cut down the tree.

(3) Recalling the good times the family spent under the shade of the tree in childhood, begging the woodcutter not to cut down the tree.

(4) Express your true feelings to the old oak tree and sternly warn the woodcutter to stay away from that tree.

2. Analyze the content of the poem

Read the first stanza.

(1) Read the first stanza emotionally and think about it, why did the poet cry? Woodcutter, don’t cut down that tree?

Because the poet and the old man Oak trees have deep feelings.

(2) Please find out which sentences in the poem express the deep feelings between the poet and this old oak tree?

Students answered.

(3) What is this poem about?

It writes: Woodcutter, don’t cut down that tree? and its reasons. It can be seen that there is a close relationship between us and that tree.

(4)What role does the first stanza play in the whole poem?

The title begins.

Read the second section.

(1)What reasons are written in the second section?

? Its glory and reputation/has spread everywhere and its contribution has been great;? Its roots have been rooted in the soil Rooted firmly; it is now a towering tree and has become useful.

(2) At this time, what is the poet's attitude towards the woodcutter?

Questioning passionately.

Read the third section.

(1) Name students to read aloud.

(2) What changes have occurred in the poet's attitude towards the woodcutter? Why?

Pleading hard; because there is the poet's beautiful childhood and the poet's beautiful memories.

Summary: The poet asked the woodcutter again and again not to cut down the tree, which shows the poet's feelings for the old oak tree.

Read the fourth section. What is this poem about?

In this section, the poet first expressed his deep feelings for the old oak tree, and then turned to the woodcutter. At this time, the poet's attitude changed. As the emotion intensified, the tone also changed from the initial gentle persuasion, to the later sincere plea, and finally to the final stern warning: "Woodcutter, get out of that place", "Don't hurt it with your axe".

3. Discuss about savoring poems and experiencing emotions (Exercise 2)

(1) Woodcutter, don’t chop down that tree! Don’t touch a single branch!

I scolded the woodcutter sternly, don’t chop down that tree! You are not allowed to touch any of its branches. I regard myself as the protector of that tree and do not allow anyone to harm it or destroy it. He has deep feelings for the old oak tree and does not want him to be harmed, even by a branch.

(2) Forgive my stupid tears and let the old oak tree stay!

The old oak tree is the testimony of my wonderful childhood life. I beg for permission in an almost pleading tone. The old oak tree was left to comfort my heart and commemorate that period of my family's life. ?I?can cry and beg regardless of my pride, and I can see my deep affection for the old oak tree. Men don't shed tears easily, but they are not sad yet. What others think are "stupid" tears are for the poet a genuine feeling.

(3)Old friend, my heartstrings are wrapped around you and connected to you just like the bark of your tree!

Call the old oak tree "old friend", The poet is connected by flesh and blood with the old oak tree, and he is always concerned about the safety of his old friend, and his feelings have reached the deepest level. A very vivid and appropriate metaphor is used here, "just like the bark of your tree is connected to you", no one can live without the other.

(4) While I can still reach out to save it, don’t hurt it with your axe.

It expresses the determination to defend the tree to the death and fight against it as long as "I" are still there. It shows the deep relationship between the poet and the old oak tree.

4. Tell me why the poet has such deep feelings for this old oak tree? (Exercise 1)

Because this tree has left me too many good memories. It was planted by my ancestors and has grown into a towering tree. As a child, I often played and played under its shade. My mother kissed me and my father touched me here. All the good memories are related to it and it is a testimony of the wonderful life of childhood, so I have deep feelings for this old oak tree.

5. What does this poem express the author’s wish?

The author hopes to arouse people’s nostalgia for beautiful things and their appreciation of nature.

6. Writing method: (1) The content is intuitive (2) The language is popular and fluent

5. Practice and expansion

1. Tell the truth: I do it for greening What? (improvised speech by students).

2. Let the students summarize their learning experience in this lesson (review what new knowledge they have mastered in this lesson and what they have gained).

3. Based on the content of the text, classify and accumulate words that you think are beautiful according to behavior, quality, psychology, etc., and ask students to select five words from the after-class exercises and write a short essay of about 100 words. .

Summary

This article is a unique lyric poem. The poet expresses the recollection of the past, the nostalgia for the ancestors, the affection between brothers and sisters and the endless love in profound language. The yearning for a carefree childhood life, and the strong affection for the old oak tree.