Chinese teaching plan in the second volume of grade three

Seven Chinese teaching plans in the second volume of the third grade.

As a school staff, it is often necessary to prepare teaching plans, which help students understand and master systematic knowledge. So how to write the Chinese lesson plan in the second volume of the third grade? The following is the Chinese teaching plan for the second volume of the third grade I compiled for you. I hope you like it!

The third volume of Chinese teaching plan 1 teaching objectives:

The characteristics and background of misty poetry.

2. Understand the meaning of "change"

3. Find out the figurative sentences and understand the meaning.

4. Cherish a good life

Key points and difficulties:

1, the key point is to understand the poet's ideals in his poems and the characteristics of obscure poems.

2. The difficulty is the symbolic meaning of "star".

Teaching methods:

Introduction and discussion

Teaching process:

First, the problem solving and introduction

Recall the poet Guo Moruo's Market in the Sky. This poem describes the free market in the sky with rich imagination, and expresses the author's longing for a better life by writing about the freedom of cowherd and weaver girl.

Today, let's learn the poem Variations on the Stars together and experience the thoughts and feelings that the author wants to express.

Second, misty poetry

The hazy poets are undoubtedly a group of messengers who have a strong desire for the bright world. They are good at expressing their dissatisfaction and contempt for the dark side of society through a series of trivial images, which opens up a new world and space for modern image poetry.

It is a very important literary school in the new period. In the later period, a group of young poets, with Shu Ting, Gu Cheng and Bei Dao as pioneers, created a new poetic style in 1979. This kind of poem has not appeared in China's literary press for thirty or forty years. At first, their poems seemed to inherit the tradition of modernism or postmodernism, but soon they opened up new fields, went further and became a kingdom of their own.

This poem embodies some typical features of obscure poetry.

Third, reading poetry, overall perception and discussion

1. What do the stars in the poem symbolize? What kind of yearning did the poet express by reciting the stars repeatedly?

(symbolizing light, symbolizing beautiful things, expressing his desire for light)

2. What are the similarities and differences between the two stanzas in structure and language?

(all start with "if-who needs it-and will-"; There are changes from the fifth line, using "who doesn't want to" and "who wants to")

Fourth, the problem research.

1. Why is this poem called Variations on the Stars?

This is borrowed from musical terms, suggesting that this poem is euphemistic and lyrical by changing the situation around a theme and main images.

The structure of the upper and lower sections of the poem is commensurate, the basic techniques and expressions are the same or similar, and the rhythm is the same. But the situation in the upper and lower paragraphs indicates changes, such as "who doesn't want to" and "who wants to" are different. (Sentences, words) This situation is like music. Two recorded songs have changed a little while maintaining the basic outline.

2. Metaphors are often used in poetry to understand the meaning of some sentences, such as: "Every poem is a group of trembling stars"

"The wind blew away one thin star after another."

3. How to understand "the wind blows off one thin star after another"?

"Thin star" is a metaphor and symbol of people's weak hope for light. Not only has the sun been lost, but even the "thin stars" have been blown off "one by one", which shows that the "night" is dark, wild and heartless.

4. What does Burning Loneliness mean?

In the process of seeking freedom and light, when everything is dark, we can only burn ourselves to find light. Loneliness highlights loneliness, and burning represents sacrifice.

Read "Who doesn't want to ..." and repeatedly understand the situation described in the poem with "White clouds and lilacs are hazy", and discuss the following questions.

1. The poet described the night as "soft as a lake". How do you feel?

Soft as a Lake expresses the tranquility, calmness, softness, warmth and freedom at night in vivid language, giving people a gentle and dreamy feeling.

2. What kind of artistic conception does the association and analogy of "birds falling all over the branches" and "stars falling all over the sky" show?

"Birds are full of branches", dotted in the dense forest, and the surrounding environment must be undisturbed and very quiet; The scene of "stars falling all over the sky" must appear on a clear night. Although the stars are visually dense, they are not lively, but set off a quiet and leisurely mood. These two situations are similar in form, which can only be observed when the mood is quiet, thus arousing the poet's association and analogy. In spring, the scene of "birds singing all over the branches" is more vivid, intuitive, dynamic and beautiful than the starry night sky. The association and analogy between "birds covered with branches" and "stars all over the sky" more vividly shows the beauty of "light"

3. What is the semantic relationship between the two poems "A Twinkling Voice from a Distance" and "A Cloudy White Lilac"? Why do poets use "flicker" to describe sound?

The two poems, The Twinkling Voice from a Distance and The Clouds of White Lilacs are Hazy, describe the vagueness of sound and the obscurity of white lilacs from the perspectives of hearing and vision respectively, bringing people into an intoxicating hazy artistic conception and showing the beauty of spring and light.

The poet uses "flicker" to describe the sound, and adopts the rhetorical device of synaesthesia, because the feeling of hearing the sound for a while, disappearing for a while, and being clear and vague for a while is visually connected with the feeling of "flicker". This is to express hearing with words that describe vision, and to highlight the intermittent and vague real feelings of sound with visual senses.

Try to imitate the sentence pattern of "if"

Tip: Pay attention to the relationship between the language form and content expression of poetry, imitate the basic sentence patterns in poetry on the basis of appreciation, and express the same feelings with different sentence patterns.

Exercise: Write some poems according to the requirements of Exercise 3.

The third volume Chinese teaching plan 2 teaching objectives

Knowledge target

1. Understand and accumulate words such as "hidden, glorious, at one go, rejuvenating, on pins and needles, with thorns in the back".

2. Understand Liu Shaotang and his local literature creation full of rich national style and aesthetic taste.

3. Understand the world, human feelings and spiritual outlook of the rural areas along the canal in the northeast of Beijing in 1930s.

capability goal

1. Appreciate the vivid and plump characters portrayed in this article.

2. Experience the wonderful portraits, movements and language descriptions in the novel, and try to figure out the subtleties of language use.

3. Broaden the reading horizon and further understand the diverse artistic styles of the novel.

Moral education goal

Feel the good character and noble sentiment of the characters in the novel, and cultivate students' good aesthetic taste.

Teaching focus

1. Read aloud and experience the subtle language use of the novel.

2. Grasp the character and understand the artistic expression of the novel.

3. Understand the national style and style of the novel.

teaching process

Autonomous preview

First, guide the design.

Students, read the classic novel "Water Margin", in which the heroes who are chivalrous, courageous and hate their guts are full of blood. For example, "Timely Rain" Song Jiang, "Black Cyclone" Li Kui jy and "Zhang" Hu Sanniang. Today, we study Liu Shaotang's Servant Liu's Home, which is a local work that inherits and develops national traditions and forms a unique style. Let's approach Liu Shaotang and the lifelike characters in his works. (blackboard writing, author)

Second, information reading AIDS

Liu Shaotang (1936 ~ 1997) is a contemporary writer. He is from Tongxian County, Hebei Province (now Tongzhou District, Beijing). 1949 began to publish short stories in middle school. 195 1 worked in Hebei Federation of Literary and Art Circles for half a year, read many literary classics, and was deeply influenced by Sun Li's works. The following year, he published his masterpiece and short story "Green Branches and Leaves" and was selected as a middle school Chinese textbook. 65438-0954, joined the Chinese Department of Peking University. 65438-0956 Join the Chinese Writers Association. 1957 published the novels Sunset in the Field, West Garden Grass and some papers, which were wrongly classified as "Rightists". 1979 was rehabilitated. He used to be vice chairman of Beijing Writers Association, member of China Federation of Literary and Art Circles, member of China Center of International PEN, and editor-in-chief of China local novel series. Among his works, there are short stories such as Green Branches and Leaves, Love of Hawthorn Trees, Mid-Autumn Festival, Moth Eyebrows, and novellas such as Canal Paddle, Servant Liu, Guapeng Liuxiang, Ruoshui Hefeng, Sharp Corner of the River and Spring Grass. His "Liu Servant's Home" won the second prize of the first national excellent novella, and "Moth Mei" won the national excellent short story award 198 1. His works are fresh and simple in style, simple in writing, calm and natural in description, concise and complete in structure and full of local color.

Third, reading aloud, the overall sense of meaning

1. Students read the whole text silently, feel the meaning of the text initially, and read the following words correctly.

"(Grammy 6553333

? (hū) whistle (kā) bang (gū) bang landing.

Win (y and yěng): win with honor. False: bear, bear.

Hide, hide.

On pins and needles (zhān): describes fidgeting, like thorns and thorns stuck in the back.

Chuò: It's vague and unreal.

Cooperation and communication

(1) What is the first part that best shows Aunt Zhang Qing's character? What description method does the author use to express Aunt Zhang Qing's character?

A young lady made a scene to transport the river beach. The author uses appearance description (such as "tall, big feet, bronzed"), action description ("holding the cuff, revealing two tinkling copper bracelets on the wrist, a gust of wind rushing down the river slope, stopping in front of these pursuers, poking his nose with his hand", "the boss has a fan covering his face running around") and language description ("I can't call you pickles". ), expression description ("Aunt Zhang Qing is angry", "Aunt Zhang Qing flew into a rage"). In addition to the above positive description, the novel also uses the profile description to contrast a young woman's honest and frank, bravery, fearlessness and bravery through the embarrassing form that the tracker is unable to parry.

(2) In this article, why did He Manzi's grandmother call herself "Aunt Zhang Qing"?

Grandma Zhang Qingnian is tall and strong, generous and outspoken, and loves to fight against injustice. This heroic image of women is quite similar to the famous female general Zhang Qinghu and San Niang in Water Margin, hence the name.

Inquiries and inquiries

1. Why does Grandpa call himself "what university asked"?

Grandpa's nickname is playful. He seems to be, and his temper and personality are also like Master Guan. He is chivalrous and fearless, generous and open-minded, and willing to do anything for his friends. At the same time, he is good at telling stories, with rich imagination, and his stories are vivid, tortuous and fascinating, so he got the nickname "What does the university ask?"

2. What efforts has Grandpa made in his study since he was appointed to the university? What does this mean?

Read and study, don't be ashamed to ask questions, talk eloquently, worship Confucius Temple, introspect, and ask for advice for grandchildren. This shows his pursuit of civilization and progress and his yearning for a better life. It also reflected the aspiration of the poor for knowledge at that time.

Intensive reading analysis

1. Who are the characters in the novel? What are their personality characteristics?

Aunt Zhang Qing: Bold, outspoken, generous, sweet talk, warm and honest, honest and simple.

He University asked: Chivalrous, courageous, generous and open-minded, so I wear a top hat.

He Manzi (clue character): Clever and naughty, pure and naive.

Canal people: help the poor and meet each other sincerely.

2. What are the characteristics of novel language?

Vivid, humorous and full of local flavor.

Extension extension

1, read "Since he is called your respectful name by the university ... will the grandson be a groom or an apprentice in the end?" Answer later.

(1) What is the sentence 1 in paragraph 1?

Connecting the preceding with the following.

(2) He is regarded as a university professor, so does he really have a university professor? (original answer)

But I haven't been to school for a day. I can't recognize three baskets of Chinese characters. I can only read but can't write.

(3) "He really made great efforts in his studies". How to understand the word "true" here?

He has concrete actions: reading and studying, not ashamed to ask questions, talking eloquently, worshiping Confucius Temple, introspection and seeking a teacher for his grandson.

(4) Please summarize the language features of the selected paragraphs.

Vivid, humorous and full of local flavor.

5] In which works have you read about people similar to the heroine, try to analyze the similarities and differences of their personalities.

Such as Hu Sanniang, Sun Erliang and Gu Dasao in Water Margin. * * * Similarities: provocative and capable, with a sense of justice.

The third volume of Chinese teaching plan 3 teaching objectives:

Learn from Gong Yu's spirit of moving mountains and overcome difficulties with tenacious fighting spirit. Second, understand several sentence patterns expressing doubts in classical Chinese; Explain the following words correctly: add, die, and, how, all, to.

Teaching focus:

First, the use of heuristic teaching, with inspiring questions to guide students to discuss. Secondly, the discussion of ideological content will promote the in-depth study of words and sentences and solve the translation and interpretation of words and sentences.

First, introduce new lessons.

The genre, origin and author brief introduction of One Mountain in Gong Yu: One Mountain in Gong Yu is a fable that has been circulated among the people for a long time and is preserved in Liezi Tang Wen. Liezi is said to have been written by Lieyukou, a Zheng man, during the Warring States Period. Fable is a literary genre. Fable is to put a certain truth in the story, the plot is relatively simple, the space is not large, and the meaning is profound and implicit.

Second, guide preview.

1. Read the full text against the notes and get a preliminary understanding of the text; Draw a sentence expressing doubt.

2. Clear the context of the full text and think about the following questions:

(1) Where did the problem of "moving mountains" come from?

(2) Where is the struggle to move mountains written?

(3) Where is the result of "moving mountains"?

Third, learn new courses.

1. The teacher read the whole text.

Pronunciation, read the pinyin in the text notes.

2. Teacher's question: The topic of the text is "Yugong Yishan". Why doesn't the article start with Yu Gong, but write "Taihang Mountain and the King of Wu" first?

3. Learn the second paragraph. The teacher inspired this question: Why did Gong Yu launch the mountain-moving movement? How did Yu Gong call a "family meeting"? Why write the story of Gong Yu and his descendants moving mountains, interspersed with the plot of "jumping to help" widows and weak children in Beijing?

Inspire the students to discuss, and the teacher summed it up clearly: 1. "Leaving that man behind" and "jumping up to help him" mean that he has won the support of his neighbors and even the children have come, which shows that moving mountains is the common wish of "Beishan" people; Second, from the perspective of expression, it increases the vividness of the article, avoids monotony, and writes the happy expression of the child with the word "jumping for help". In this paragraph, we should focus on: verbs, changes in teeth; Beginning, talent, shows the length of the journey; "reverse" and "return")

Fourth, arrange practice and thinking.

1. Complete "Reading and Reciting" I and II.

2. Thinking: There are two debates in this paper, one is the debate between the foolish old man and his family, and the other is the debate between the foolish old man and the wise man. What's the difference between these two debates?

Teaching goal: 1, to understand Mencius' eloquent writing; 2. Learn the arrangement used for narration and discussion in the article; 3. Deeply realize that hardship can motivate people to strive for survival and development diligently, enjoy a happy year, and make people feel exhausted and die.

Teaching emphasis: accumulate words in classical Chinese, learn the parallelism sentences used in narration and discussion, and understand that suffering can motivate people to strive for survival and development diligently, enjoy a happy year, and make people feel exhausted and die.

Difficulties in teaching: understanding Mencius' eloquent writing, and deeply realizing that suffering can inspire people to work hard for survival and development, and enjoying a happy year makes people feel exhausted and die.

Teaching process:

(A) the introduction of new courses, check the preview.

(2) Introduce common sense: 1. Common sense about Mencius. 2. About the book Mencius.

(3) Check the preview of reading the text: read it together.

(4) Read the text aloud and ask students to pay attention to the rhythm.

1. Listen to the recording: (Students pay attention to rhythm and pronunciation) 2. Students read the text together and the teacher calls at any time.

The teacher emphasized the rhythm and function of some sentences:

This article uses a large number of well-structured parallel sentences. Pay attention to their rhythm and read the momentum when reading aloud. If parallelism is used, "Shun/Fa Jade/Wood,/Juyu/Banzhu, Jiao Yu/Juyu/Fish Salt, Guan Yiwu/Juyu/Stone, Sun Shuaio/Juyu/Sea, White/Juyu/Stone". It is used to describe and enumerate facts, which lays a sufficient factual foundation for later argumentation.

Try to mark the rhythm of the following sentences (indicated by "/"), and then practice reciting the text.

The key to learning classical Chinese well is to read more and understand the rhythm and momentum of the article. In particular, it is particularly important to read Mencius, a short and concise article with flying literary talent. This topic is to train students to divide sentence structures and learn to read aloud.

For example, the discussion in the paragraph "So/Tomorrow will demote a great post/person, so we must first/suffer his mind/strain his bones/starve his body/skin, empty his body/body, walk/be confused/do what he wants ..." adopted a parallelism sentence, which enhanced the momentum of the debate.

(5) Understand and dredge the meaning of the text with the help of notes and reference books.

(6) Discussion and communication:

Born in sorrow and died in happiness, those who put forward great responsibilities must go through the tempering of hard life. Please refer to the relevant information, add some examples in modern and contemporary life, and give your opinion.

This is an open question. Students can use some examples to verify the views mentioned in this article according to their own life experience or understanding, or they can talk about their own experiences.

(8) Class summary:

(9) Expand homework: Read other articles in Mencius after class, such as Fish, I Want, and experience Mencius' eloquent writing.

Volume 3 Chinese Teaching Plan 5 I. Warm-up before class:

Second, introduce the background and introduce new lessons:

Third, the learning objectives:

1. Through action description and detail description, I can experience the method of depicting characters in this paper;

2. Learn the heroism of fighting tigers with Song Wu.

Fourth, the overall perception:

1. Read the correct pronunciation of the added words:

Exposed, stumbling, treacherous, Jingyanggang broke out in a pool of blood.

2. Understand the meaning of some words:

Example: Sift wine-pour wine.

(1) This wine is full of energy-

(2) Stealing the right hand-

3. The plot of the novel excerpt can be divided into four parts:,, and Xia Gang.

Verb (abbreviation of verb) cooperative exploration;

1. What description method does the author mainly use to describe Song Wu? Taking the plot of killing a tiger as an example, this paper analyzes the role of these description methods in expressing the character characteristics of the characters.

2. Summarize Song Wu's personality characteristics.

Apart from Song Wu's personality, what do you think is the reason why he can kill a tiger?

Sixth, expand and upgrade:

1. Do you know any other legends about Song Wu?

2. What did we learn from Song Martial Arts?

The third volume of Chinese teaching plan 6 teaching objectives:

1, learn to accurately capture valuable information in fast reading.

2. Learn to express the characters in the cultural background, and learn to describe the content step by step with the writing method of seeing the big from the small.

3. Understand the Jewish people's emphasis on cultural education and the cultivation of viability, and understand the Jewish people's national spirit of cherishing life and yearning for peace.

Teaching emphases and difficulties:

1, the text is long, so reading quickly and capturing valuable information accurately in a short time depends on full preview before class.

2. Guide students to explore the origin of Jewish spirit and correctly understand its value.

Preview:

1, understand the plot content of the films Sophie's Choice and Schindler's List, and understand the suffering history of the Jewish nation.

2. Collect the information of the author Tie Ning before class to understand his creative process.

Teaching steps:

First, create a scene import.

1, prompt unit learning theme: quickly capture reading information. It is required to read the article quickly and accurately capture the valuable information in the article.

2. Introduce the text: Marx, Darwin, Einstein, Freud and other names on the blackboard.

Introduction: Marx (philosophy, political economy), Darwin (biology), Einstein (physics), Freud (psychology).

These people have made extraordinary achievements in different fields, but they all belong to the same nation: the Jewish nation. The outstanding figures in the Jewish nation are far more than these. Why is the Jewish nation so excellent? Today, we will follow the writer Tie Ning to reveal this answer through a young Jew who has made outstanding achievements in language.

3. Please consult the information of writer Tie Ning (new course guide) and accumulate it in the author's works after returning to China.

Second, organize students to read the text quickly and do exercises after class. 1. What impression will you leave after reading this article? What impressed you the most among these impressions? (Students speak freely) (Delete)

Just now, many students mentioned David Fielding's outstanding language ability, so how did the author write about David's language achievements? (Group exchange discussion speech)

Clear: Four things: 1, reading Chinese novels, 2, fluent in Mandarin, 3, passing the American Advanced Chinese Proficiency Test, 4, mastering many foreign languages. Writing on the blackboard: outstanding language ability, outstanding Jewish youth

4. Why can David achieve such outstanding achievements? (Group discussion and exchange of speeches) Obviously, David's family has made him an outstanding talent. What kind of family is the David family? Find the relevant description from the article.

Clear: family harmony, simple and introverted, caring for each other, can carefully understand each other's good; Both parents have academic qualifications. It is this family atmosphere that gives David the orderliness of life and the independence of thinking, as well as great resilience and endurance to overcome problems.

Harmonious family atmosphere, education of loving but not drowning.

Five, when it comes to Jewish family education, I think of a short story:

Almost every child in a Jewish family has to answer this question: "If one day your house is burned down, what will you run away with?" If the child answers that it is money or diamonds, the mother will further ask: "There is a kind of baby without shape, color and smell. Do you know what it is? " If the child can't answer, the mother will say, "Son, what you want to take away is not money, not diamonds, but intelligence." Because no one can take away intelligence, as long as you live, intelligence will always follow you. "

1, this story happened in almost every Jewish family. I think David's parents must have told the same or similar stories when they were young. A good atmosphere and education in a family can make an outstanding talent, so what makes many outstanding talents of a nation?

(National Spirit) II. Where did the author discover the Jewish national spirit? The synagogue, when Rabbi Fielding taught her to say "life" and "peace" in Hebrew.

3. Ask the students to find the sentences that best summarize the Jewish national spirit in the article. (Discussion and communication)

"It is the enduring love for life and persistent prayer for peace that supports the Jewish people to constantly overcome the greatest suffering that human beings can bear, so that they cherish family ties, attach importance to knowledge, education and culture, and pay more attention to creating a more ideal environment for their own development."

Writing on the blackboard: Love life, pray for a peaceful life, and peaceful love have created such outstanding figures as Marx, Darwin, Einstein and Qian Qian.

Sixth, the author found the Jewish national spirit in the synagogue and found the reason why David is so outstanding. Why are there the following paragraphs? (Group discussion and exchange)

1. In the last few paragraphs, the author attributed the national spirit discovered by exploration to individuals, and confirmed this result in David to express his feelings.

2. Why does the author want to believe that David's childhood wishes are related to life and peace?

Clarity: Because the author finds that Jews have experienced suffering and humiliation, and they have the national spirit of loving life and praying for peace, which makes the intelligence and creativity of the Jewish nation stand out. If we can closely combine life with peace, then we humans can also have extraordinary creativity!

3. In paragraph 14, the author uses five reasons together. What are the advantages? Clarity: Show the humanistic environment in which David grew up and tell the spiritual source of the development of Jewish national culture.

Summary:

From the blackboard, we can see that because of the glory of ancestors and thousands of years of humiliating history, Jews have a national spirit of loving life and peace, which breeds a harmonious atmosphere of Jewish families and creates excellent Jews. When writing, the author reversed the process of this inquiry, individual-family-country. This writing technique is called: seeing the big from the small.

Volume III Chinese Teaching Plan 7 I. Teaching Purpose:

1, through reading aloud and feeling, grasp the meaning of the work, on the basis of overall feeling, scrutinize and taste the language of poetry, and appreciate the beauty of rhythm and artistic conception of poetry.

2. Cultivate the reading appreciation ability of ancient poetry, cultivate sentiment in reading and gain enlightenment.

3. Recite and accumulate famous sentences and appreciate the subtlety of poetry.

Second, the key points and difficulties:

1, understand the beauty of rhythm and artistic conception of poetry.

2. Recite and accumulate famous sentences and appreciate the subtlety of poetry.

Third, the teaching process:

First, the introduction of new courses.

Second, repeated reading, the overall perception

(1) Teachers demonstrate reading or recording, and students have a preliminary perception.

(2) Students read freely, and then the teacher read by name, and everyone commented on its advantages and disadvantages.

Judging from pronunciation, pause, tone and mood, is the reading in place? If not, how to read it more in line with the content of the poem? For controversial points, the teacher does not draw a conclusion, but guides the students to learn and lets them draw a conclusion after learning the text. )

3. Students read aloud independently, and understand the whole poem.

Students read this poem as emotionally as possible in the form of individual reading and group reading. And refer to the notes to dredge the poems. If you don't understand, you can communicate in the group or ask the teacher, and the teacher will answer representative questions or give them to the whole class for discussion and solution.

4. Students independently explore, analyze and answer the following questions, and master the content of the poem and the author's feelings.

Teachers will focus on the problems reflected by students in the inquiry, and teachers and students will explore together.

Teachers pay attention to the main problems that students suspect and have not yet solved.

(1) How does this poem express the poet's feelings?

(2) On the surface, the poem Ode to Coal is written about coal, but in fact it is written about ambition. Try to talk about the poet's ambition with poetry.

The main points are as follows:

(1) The first four sentences describe the image of coal and its life. The last four sentences express the poet's feelings of devoting himself to the country and the people. The whole poem uses things as metaphors to express people's voices.

(2) This poem is a work in which the poet expresses his ambition through excuses. The poet cares about the country and the people all his life and takes rejuvenating the country as his own responsibility. His ambition is clearly pointed out in the last four sentences, especially his ambition of sacrificing himself for the public. Based on the whole poem, the poet expressed his ambition in the poem: although the stone is hard, it still has the heart of benefiting the country and the people. Even after going through all kinds of hardships, he was infatuated, fearless and gave his life to serve the country and the people.

The students read the whole poem together.

Third, summary.

In this lesson, we learned Yu Qian's poem "Ode to Coal", understood the poet's heart and life feelings, appreciated the artistic charm of ancient poetry, learned the general methods of reading and grasping poetry, and realized the beauty of rhythm and artistic conception of poetry.