Eighth grade Chinese lesson plan for the first volume

Introduction: Chinese language in the second grade is inherited and developed on the basis of previous textbooks, and most of today’s textbooks adopt this model. The following are 3 Chinese lesson plans for the first volume of the eighth grade of the New People's Education Press that I have carefully compiled for you. You are welcome to refer to them! Chapter 1 The Sunset on the Western Horizon

Teaching objectives:

1. Emotional attitudes and values:

① Make full use of the aesthetic elements in nature to stimulate students’ potential Aesthetic awareness and stimulate students' understanding of nature.

②The emotional experience of tragic beauty; the experience and identification of heroic emotions.

2. Knowledge and skills:

① Master the techniques of describing scenery in the text, learn the techniques of expressing the virtual and the real, and be able to appropriately arrange clues and structures.

② Cultivate students’ ability to perceive and summarize the text as a whole, and appreciate and evaluate it

3. Internalization and transfer:

Extract and experience the historical allusions in the text It embodies humanistic thoughts, thinks about nature and history in aesthetics, and can be expressed in words. Achieve both aesthetic experience and aesthetic expression.

Teaching focus:

1. Cultivate students’ ability to appreciate and express the beauty of nature.

2. Experience the spiritual connotation reflected by the different contents of several sunsets.

Teaching difficulties:

1. Taste and evaluate texts from the expression of natural beauty to the language art of expression of humanistic thoughts.

2. Analyze the thoughts reflected in the use of the allusion of Romain Rolland’s portrayal of John Christophe in the article.

Teaching aid preparation: courseware, music songs, tape recorder.

Lesson schedule: 1 lesson

Teaching process:

1. Introduce new lessons.

1. Play the music "My Heart Will Go On"

2. Students review the description of the village scene in Liu Liangcheng's essay "Evidence of This Life"; the teacher points out a few " The word "big" brings out the vastness and vastness of the western region.

3. Teacher’s lyrical introduction: use the courseware to play the vastness, vastness, desolation, silence, vastness, and wilderness of the Northwest... all embodying the word "big". In the northwest, there are sunsets over long rivers, solitary smoke in deserts, bright moons in the Qin and Han Dynasties, thousand-year-old gates, long streamers that disturb the clouds, and complaints about the Qiang flute. The ancient Silk Road, the great Dunhuang Caves...the profound historical and cultural accumulation has formed her unique mystery and is full of temptations for people. When most people go to the Northwest, they feel a sense of solemnity as a pilgrim. Today we will study "Sunset on the Western Horizon" by Gao Jianqun to experience the sunset in the northwest and the "great beauty" of the world.

4. Use the tape recorder to play the text recording.

2. Students browse the text, and the teacher uses courseware to display the topic.

3. Students talk about the main writing content of the text, find out the main part of writing about sunset, and complete the paragraph division (the structure of this article is very clear, and students should be able to complete it easily without the guidance of the teacher. If some students will write the second part Divide it into three sections and the teacher will confirm it).

Use courseware to show the division of paragraphs

1. The first part (section 1) always writes about the sunset impression.

2. The second part (verses 2-23) is divided into three sunsets.

3. The third part (verse 24) ends the whole article and echoes the beginning.

4. Students talk about the necessity of writing the first part.

1. Propose that "there is great beauty in the world", introduce the main body of the writing, arouse the interest of reading, and be prepared to respond to the ending.

2. Teachers and students discussed the role of the sentence "I go to Xinjiang every year".

① The more times you write it, the more opportunities you have to observe the sunset and the experience of appreciating three sunsets becomes more authentic and credible.

②The more times you go, the more profound your experience of the Northwest will be. Only in this way can the sunset be compared with other scenery, and only then can it be compared with other areas, and only then can "there is great beauty in the world" be attached.

5. Study the interaction process between teachers and students in the second part:

1. Teacher: What is the most important thing to pay attention to when describing a scene?

Health: Grasp the characteristics.

Teacher: What aspects of the sunset are captured in this article?

Health: color, shape.

2. Teacher: Ask the students to compare the changes in color and form of the three sunsets in the article and compare them. After completion, two students will speak on these two aspects respectively (the teacher will write on the blackboard accordingly. content).

Student 1: (in color) the red of the first Spring Festival couplet

The second time is gray → blood red

The third time it is red → passionate red → dazzling of red

Student 2: (in form) Tyrolean car

The second coin → one round

The third time hiding behind the back and waving the wand< /p>

3. Ask students to experience the effect of using "Spring Festival couplets" to write red.

Health: embodies a kind of "quietness" that purifies the soul (the effect of winter); it also embodies a historical and cultural atmosphere.

4. Experience the expressive effect of "Lele Che" writing.

Health: Reflects a national characteristic.

5. Students understand the rhetorical effect of "coins".

Student 1: Circle (appropriate evaluation by the teacher).

Student 2: Write a pale feeling. corresponds to the atmosphere.

6. Students discuss the rhetorical effect of "hiding behind your back and waving a magic wand."

Student 1: Many changes.

Student 2: warm and magical.

Student 3: Incredible.

7. The students spoke three times about the characteristics of the changes in the color and shape of the sunset. Teacher summary.

Three descriptions of the color and form of sunset reflect a process from stillness to movement. During the sunset process, there are separate descriptions of movement and stillness, and there are also expressions of using stillness to describe movement and using movement to describe stillness (students underline the corresponding content in the article).

8. Teacher: In addition to the direct description of the sunset, what else did the author write to express it?

Health: side foil; rendering of historical allusions.

9. Teacher: Ask a student to read out the sentences that highlight the text and briefly analyze their effects (the teacher writes the corresponding content on the blackboard).

Student: I was stunned for the first time

The second time I forgot the red light on my face

The third time I was horrified and walked toward the red light, my own humbleness

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10. Teacher summary: The three sunsets all had side effects, but we did not feel bored at all. The reason is that there were changes every time, and it reflected a change from "watching" to "going to the red". The change of "light goes away" is the infection of the setting sun on people. The three sunsets are more intense and more magnificent, from static beauty to dynamic beauty, from the "dream-like" moment to the "shocking" moment of "waving a magic wand" that makes people feel mediocre. The author shows us one after another. Fantasy picture.

11. Students experience the expression effect of "walking toward the red light".

Health: Pun. It is not only a statement of the actual direction of walking, but also a manifestation of spiritual attachment.

12. Teacher: "This world does not lack beauty, it just lacks eyes for discovery." Facing the sunset three times, we were all moved and intoxicated. In fact, sunsets like this happen around us every day. But doesn’t it also make people feel an unparalleled beauty as the author writes?

Students discussed whether they could write the same sunset. If they could, how would they write it? If they couldn’t, why?

Teacher: Beauty is beautiful not only because our senses feel it, but more importantly because we understand it and accept it mentally. The text writes about sunset three times, integrating other things into our vision, creating a virtual world where reality and illusion coexist, allowing you to have an overview of the past and present, and travel around the world. Once the complex accumulated deep in our body and mind is aroused, we will feel beautiful.

13. Teacher: In fact, what really makes us feel the greatness and movingness of these three sunsets on the western horizon lies in the author's review of historical and cultural allusions. Ask students to answer the relevant cultural content elicited by the three sunsets in the article.

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The third time: the Xiongnu’s migration to Genghis Khan (the Yuan Dynasty’s external expansion)

14. Read the mention of “Zuogong Liu” in the fifth paragraph of the text by name. Experience the aesthetic enjoyment brought by lyrical description.

(An open-ended analysis based on the ancient allusion of "breaking willows", the answers are different, but can focus on homesickness, benefiting the people, the elegant conduct of literati, etc.)

15 Teacher: You must have seen the movie "Titanic" and been moved by its theme song "My Heart Will Go On". Which classmate can tell you how this piece of music makes you feel?

Student 1: The feeling of sadness.

Life 2: The breath of death.

Health 3: Tragic and sentimental.

Teacher: You can also change it and say, "It's sad and very tragic!"

6. Class feedback: writing and explanation of new words.

7. Summary:

8: Assignment of homework:

1. Comprehension of new words.

2. Describe a natural scene. Chapter 2: The Market in the Sky

1. Teaching Materials

1. Brief Analysis of the Teaching Materials

"The Market in the Sky" is the third Chinese textbook for the newly compiled nine-year compulsory education. This is a lecture text in the fourth unit of this book. This is a new poetry unit. The editor of the textbook calls it "Wandering in the Sea of ??Poetry". It is the first time in the history of junior high school Chinese textbook editing that a separate "New Poetry Unit" has been established. This reflects some changes in people's concepts of poetry, especially new poetry.

This unit has selected ten poems by nine modern poets from home and abroad. It can be said that they are all fine works and have certain representativeness. "The Market in the Sky" is selected from Guo Moruo's first poetry collection "Starry Sky". "Starry Sky" was written during the poet's most depressed period after the May Fourth Movement. At that time, the poet was studying in Japan, during which he returned to China twice in April 1921 and during the summer vacation of the following year. Facing the reality of China at that time, the poet felt disappointed and painful. He hated the dark reality and yearned for a bright future. However, the brave spirit of resistance and fiery enthusiasm during the May Fourth Movement have faded, leaving only “some microwaves after the tide recedes, or even deathly silence” (Guo Moruo’s words). Therefore, in "Starry Sky", the poet reveals a strong emotion of disappointment and sadness. Although it expresses the desire to fly, rebirth and freedom, on the other hand, it also contains the negative emotions of escaping reality and being alone. This is the overall reading impression of "Starry Sky". "Street Market in the Sky" presents us a wonderful world full of poetry and painting. (1) There is rich imagination in the poem "Street Market in the Sky", which depicts an imaginary ideal life based on real life. There are realistic poems and imaginative poems, and the imaginary ones represent the poet's yearning and pursuit. (2) "The Street Market in the Sky" associates the street lamps with the stars in the sky, the stars with the street lamps in the sky, and the street lamps in the sky with the street markets in the sky, so the author's imagination takes flight in a series of associations, and this The "intermediary" of association is metaphor. "The street lights in the distance are bright, / as if countless stars are shining. / The stars in the sky have appeared, / as if countless street lights are lighting up." Two metaphors and two levels of association lead us into the imagined heavenly street market. (3) "The Market in the Sky" is a new interpretation of the legend of the Cowherd and the Weaver Girl. This anti-traditional creation vividly expresses the poet's ideals and pursuits.

"The Street Market in the Sky" is included as the first article in this unit because it well reflects the characteristics of new poetry and allows students to quickly enter the field of learning new poetry.

2. Teaching objectives

Based on the teaching syllabus, the intention of teaching materials and the characteristics of this course, I have formulated the following teaching objectives: (1) Cultivate association and imagination abilities. (2) Try writing methods of association and imagination. (3) Guide students to experience the author's strong feelings of love and hate and his desire to freely pursue bright ideals. (4) Appreciate the beauty of artistic conception and emotion expressed in this poem.

3. Key points and difficulties in teaching

New poetry has a unique characteristic, that is, the text is simple and clear, the image is vivid, and the artistic conception is profound.

Because there are no obstacles in writing, it is often difficult to go deeper. The understanding of poetry is superficial, and in turn, people complain that the new poetry is "boring". This poem has a harmonious rhythm, beautiful rhyme, and is catchy to read. The language is fresh and simple, and it paints a romantic and warm picture of heavenly music. According to this prompt, teaching objectives (1) (2) should be determined as the focus of this lesson. Feeling the beauty of music, painting, and emotion while reading aloud are teaching difficulties.

2. Preaching method

Teaching poetry should use rich associations and imagination to interpret the rich connotations of poetry and song reading from refined verses. In order to reflect the teacher-led, student-centered teaching method, and to cultivate students to develop good habits of independent thinking, in teaching practice, I adopted the following teaching methods. (1) Appropriately introduce the poet's life experiences and thoughts and emotions before and after he wrote "Street Market in the Sky" (1921) to help understand the content of the poem. (2) Design teaching around reading, feel the rhythmic beauty of poetry during reading, imagine the pictorial beauty of poetry during reading, and appreciate the emotional beauty of poetry during reading. (Guided reading). (3) Inspire students’ imagination and association. "Street Market in the Sky" is rich in imagination and associations from here to there. Therefore, students are instructed to appreciate the artistic conception and implications of the poem through their own associations and imagination. (4) Comparison - Compare the description of the Cowherd and the Weaver Girl in "The Market in the Sky" with the story of the Cowherd and the Weaver Girl in folklore, and understand the poet's ideals and pursuits from the different living conditions of the two. In terms of teaching methods, the tapes are read aloud with music.

3. Teaching methods

Mr. Ye Shengtao pointed out: "Teachers do not teach in full, but in guiding students to use their talents, practice diligently, and understand." If the source is wide and the skill is profound, then one is a good teacher." (1) Recitation. Read it over and over to gradually deepen your understanding. Pay attention to rhythm and stress when reciting. (2) Imagination. On the basis of reading and understanding, through imagination, I construct a specific image of the street market in the sky in my mind, creating a vivid and rich realm in my mind that is consistent with the content of the poem. (3) Comparative method. Compare the similarities and differences between poetry and folklore, and understand the poet's desire and pursuit of freedom and a happy life.

4. Teaching procedures

Good teaching ideas must be reflected through teaching practice. To this end, I arrange the teaching program like this.

(1) Stimulate interest and introduce new lessons

In order to stimulate students’ thirst for knowledge, I introduce new lessons like this: use folk stories to introduce them. Teachers or students can tell stories. The Cowherd and Weaver Girl in the story lived a life of confinement, restraint, and a rare misfortune. However, in Guo Moruo's "Sky Market in the Sky", we will see the Cowherd and the Weaver Girl who are completely different from this... Then write the topic on the blackboard.

(2) Presenting goals and overall perception

When students’ enthusiasm has been mobilized and the classroom atmosphere is relatively active, I take advantage of the situation and present teaching goals. Let students make some introductions to the author and the historical background. Through reading aloud, one can understand the whole poem, and the intention is to express his hatred of the dark society and his yearning for an ideal life through the description of the beautiful life in Tianjie.

(3) Understand the content, grasp the key points, and break through the difficulties

The study of poetry is not passive but purposeful. You can understand the content and explore problems through reading. In order to grasp the essential issues, I do not analyze the text paragraph by paragraph, but analyze the text according to: learn to read - want to read - analyze and read.

1. Learn to read

(1) Students listen to the reading tape or the teacher’s sample reading, and then try to read by themselves, marking the rhythm and stress on the book.

(2) Named reading, teacher comments and guidance, requiring correct pronunciation, rhythm and stress.

(3) With the piano piece "Starry Sky", the whole class reads it quietly and enjoys the musical beauty of the poem.

2. Want to read

(1) In a group of four, exchange imaginary legends, stories, and poems about the starry sky collected outside class.

(2) Teacher demonstration (show the picture of the Cowherd and the Weaver Girl walking in the sky): I saw the Cowherd riding the cow, with happiness and warmth written on his face. What was he thinking? I wonder if Weaver Girl knitted the new pattern yesterday? Weaver Girl is a skillful woman, but also a stubborn woman. She will never give up until she does her best.

But the "Chinese Weaving and Dyeing" that Niulang brought her today will definitely help her. The Milky Way is shallow, and in the blink of an eye the Cowherd can see the brocade-like clouds and the Weaver Girl like spring flowers in the clouds...

(3) Students share the pictures they "see".

(4), soundtrack, indulge in imagination and read silently.

3. Analysis

(1) As night fell, all the street lights in the distance were on. At this time, the stars in the night sky suddenly appeared. Its beautiful face. Try to read this section and understand your feelings when you see this radiant beauty.

①The teacher demonstrates reading and guides reading skills: read with a feeling of surprise, and emphasize "bright", "flash", "star", "present", "point" and "street lamp". ②Students practice reading. ③Students perform reading.

(2), ① Ask students to read the words they wrote that express the beauty and abundance of Tianjie, while other students close their eyes and listen. ②What did the author have in mind when he imagined all this? Give it a try and read your mind. ③ Name the students and tell them about their experience when reading aloud. The teacher will give guidance: There is a little yearning, a little admiration, and a little feeling of wanting to fly. ④The girls read together.

(3), ① What is the difference between the story of the Cowherd and the Weaver Girl in the poem and the legendary Cowherd and the Weaver Girl? Please express it in your reading. ②Students read quietly. ③ Name students to read, and guide students to summarize in the comments: The happiness and warmth of the Cowherd and the Weaver Girl's life are expressed by re-reading "shallow", "not quite", "coming and going", "leisurely" and "walking with a lantern". ④ While paying attention to the accent, try to use the speed of speech to express the happiness and beauty of the life of the Cowherd and the Weaver Girl. ⑤ Name the students who are good at reading aloud. ⑥Teachers and students communicate their feelings when listening and reading. Instruct students to clarify the essentials of reading the third and fourth verses: they should read softly and soothingly, as if they were sitting in a boat swaying on the rippling lake, giving them a feeling of being intoxicated.

(4) Recitation.

(4) Summary and expansion, understanding the connotation

The focus of this poem is to learn how to write association and imagination, and to cultivate the ability of association and imagination.

1. Introduce the two concepts of association and imagination.

The so-called association is the psychological process of thinking from one thing to another. Recalling another related thing from the current thing, or thinking of another thing from one thing remembered are all associations. For example, in the poem, "street lamp" is associated with "stars".

The so-called imagination is the psychological process of creating a new image based on the original emotional image. These new images are the result of processing and transformation of accumulated perceptions. For example, in the poem, the thought of "the free life of the Cowherd and the Weaver Girl" from "the market in the sky" is imagination.

2. Write sentences based on the examples.

Use your imagination and imagination to continue the following sentences.

Example: The stars in the sky appeared, as if countless street lamps were lit.

(1) The morning glory is blooming...

(2) The little parrot in the cage...

(3) The moonlight shines On the ground...

(4) When I am not with my parents...

5. Talking about the design of blackboard writing

Good blackboard writing can cultivate students' thinking Flexibility and profundity, it is a condensation of teaching content. Through blackboard writing, students can intuitively grasp the key points and abandon the tediousness. My blackboard writing strives to show this, so as to achieve twice the result with half the effort. Chapter 3: Trees in Leningrad

1. Teaching objectives

1. Knowledge objectives: Master the new words in this article, understand the content of the text, and grasp the main idea of ??the article.

2. Ability goal: Learn the expression method of this article and the expression effect it produces.

3. Emotional goal: Understand the people of Leningrad who would rather die than give in, persevere, and be strong and noble in the difficult environment.

2. Teaching Focus

Learn how to use contrasting techniques in the narrative to express the noble qualities of the group.

3. Teaching Difficulties

Understand the light of humanity and the nobility of personality of the people of Leningrad.

4. Teaching hours

1 class hour.

5. Teaching steps

(1) Introduction of new lessons:

Students, we live in a peaceful era and live a happy and peaceful life. We are far away from war, hunger and cold. The cruelty and horror of war are unimaginable to those of us who live in peaceful times. Do you know how people live under the huge shadow of war? Today we walked into "Trees of Leningrad" to see the people of Leningrad who were besieged for 900 days and when their lives were threatened, they would rather freeze to death than cut down a tree. Let's take a look at the feat. Let your soul be baptized and feel the glory of humanity.

(2) Background of the times:

More than 60 years ago, the German fascists dispatched 700,000 troops, 1,200 aircraft, 1,500 tanks and 12,000 artillery pieces in an attempt to capture this city in one fell swoop. However, due to the heroic and tenacious resistance of the Soviet military and civilians, the German army's attempt to quickly occupy Leningrad came to nothing. As a result, Hitler ordered a tight blockade of the city in an attempt to conquer Leningrad by cutting off water and food, thus beginning a 900-day siege. Faced with the dangerous situation, the more than 3 million heroic Leningrad soldiers and civilians did not give in. They resisted tenaciously and relied on the "Road of Life" opened on Lake Ladoga to legendarily defeat the threat of hunger and thwart the evil plan of the German army. .

The Battle of Leningrad held back and eliminated a large number of effective forces of the German army, and made an indelible contribution to the Soviet army's glorious victories in the Battle of Moscow and the Battle of Stalingrad. However, the brutal war also cost the people of Leningrad a huge price. According to records, as many as 640,000 people died from hunger and cold during the siege of Leningrad, and more than 21,000 people died from German artillery and air strikes.

(3) Read the text for the first time and accumulate words.

Invite students to read the text in their favorite way, use lines to draw the words you don’t know, and use... lines to draw the words that need to be accumulated. Underline your favorite sentences.

1. After the students have finished reading, the teacher reminds the students to pay attention to:

Stagger (liàngqiàng) freeze (něi)

2. Words that need to be accumulated:

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It is unbearable to look back at the battle, the clouds are thick, the clouds are bleak, the magic sword hangs high, and the seats are packed

(4) Explore the text.

1. Ask students to read the text emotionally and talk about the sentences that moved you the most. Find them, read them carefully, taste them, and discuss and communicate: which details and which sentences are the most touching? Are you moved?

2． Focus on discussing and analyzing the fourth natural paragraph of the text. Ask a student to read it aloud.

This paragraph describes a tragic scene, but the author did not describe or exaggerate the plot too much. He only narrated it concisely in a calm style and only explained three necessary details. What are the three details?

Clear: small coffin, child who died of cold, old planks.

The author only explains three necessary details. There is neither the expression on the lady’s face nor the effect of the cold on her face and body. It is also impossible to see the particularity of the author’s feelings. What he is pursuing is not Instead of sensationalizing, we used narrative to illustrate the problem, and we were equally moved. It seems that moving people's hearts depends not only on description and rendering, but also on narrative. This is really "different approaches to the same goal"!

3. Ask students to use their rich imagination and describe the scene in detail.

Students think and answer.

4． The author calmly narrates, and at the same time makes comparisons in the narration. Please tell the students what aspects of the comparison are reflected?

After the students answered, the teacher made it clear: On the one hand, the hunger and cold were so severe, "People sold their houses, jewelry, furniture, and everything else they could sell, just to exchange for a few pitiful rations and cotton blankets. "; On the other hand, it is: "During the most difficult 900 days, the people in Leningrad did not cut down a tree for their livelihood." "No one cut down trees to make fires for warmth."

5. This comparison alone does not seem to be sufficient, so the author supplements it with argumentative and lyrical techniques, asking students to find such sentences.

After the students answered, the teacher made it clear:

What kind of people are people who regard trees as more important than life. They were a group of people with strong spirits and noble personalities.

——What role does this sentence play in the article?

After the students answered, the teacher made it clear: it played the role of adding the finishing touch, highlighting the main idea, and deepening the theme.

6. In order to further prove this point, the author gave some examples of the living conditions of people living in Leningrad under the huge shadow of war: stills are plastered in the streets and alleys, theaters are performed every day and night, and the audience is packed; schools start on time, and classes begin The ringing never stops...

What strong and noble people, in the face of misfortune and suffering, they still live calmly and with dignity. This is a group of people who would rather die than give in, be indomitable and have a strong spirit. It is precisely because they have the tenacity and upright spirit of a tree that they have the glory of not letting the invaders take a step forward.

7. Can you use the language of "Calendar" to describe how they spend each day?

After the students answered, the teacher made it clear: they use emotion, loyalty, love, sense of responsibility, and creative labor to write every day's calendar.

8. For more than 900 days and nights, people lived in hunger and cold. Even if people who left their homes and lost their homes froze to death on the streets one after another, people did not cut down a tree to keep warm. Why are trees more important than human lives?

Students discussed and communicated, and the teacher made it clear: life is priceless, but it does not mean that it is the most precious. Just as Petofi wrote in his poem: "Life is truly precious, love is even more valuable. High, if it is for freedom, both can be thrown away. "The green of the tree is the hope and the only spiritual sustenance in the hearts of the besieged people. It was this piece of green that supported them through 900 miserable days.

9． Ask the students to combine the content of "Born Every Day" and imagine what the people in Leningrad would think when they saw this green patch of green when they woke up from the dawn coming from the smoke.

Student discussion and exchange, teacher summary:

They may have a sense of strangeness and a sense of joy when they wake up - "Am I alive again?" I am still living in the territory of my own country. I can still fly towards the brand new sun tomorrow and still have the hope of seeing the next dawn. For them, life is green. If one day they no longer see green, then death will come.

10. Do students know the story of Lao Shanlan? In the self-defense counterattack against Vietnam, our steel warriors spilled their blood in southern Xinjiang and swore to defend the homeland. In the smoke of artillery fire, the green orchid that accompanied our soldiers day and night was named "Laoshan Orchid" by the soldiers. Orchids picked on the battlefield were planted in discarded empty cans or in the soil at the front of the camp, or even planted in steel helmets. The soldiers carefully cared for them. The dark green leaves brought the soldiers a little comfort in the smoke of artillery fire. Green is life, peace and hope. How many people stood up for the green in their hearts.

In times of peace, we should cherish this hard-won green, and humans and green should live in harmony. Think of those people during the war years! What reason do we have to destroy the green in front of us? Please take care of the plants and trees in front of you, we will draw spirit and strength from them.

6. Reading comparison and exploration

If "The Tree in Leningrad" is used as the material, how would you go on to write "Everyday Birth" or "Calendar"? Try writing.

〔Reference answer: In the story of "The Tree in Leningrad", you can find various shadows of the above two articles, including similarities and differences. If connected to the "Calendar", it can be placed after the poem The Best Way to Preserve the Years is to Turn the Years into Permanence, or after the calendar section where each day is written. If it is connected to "Born Every Day", it can be connected to the sentence after the sentence of jumping towards the brand new sun, or it can be connected to the end of the chapter. Of course, there are other ways to continue writing, such as putting it at the end of the "Calendar". 〕

The main purpose of this exercise is to interpret these texts mutually, and it does not necessarily have to be written into a completely integrated article. Also, you can quote the basic material of the story, or you can quote only fragments, or you can mess up the order, for example, start with the speech every day in the theater.

Students should also be instructed not to copy the original text when narrating the story, but the content should be appropriate and the text should be close to the main text.