Teaching Classical Chinese Fables

1. What goals should be achieved in the teaching of fables in primary school Chinese?

Fables are allegories or stories of sustenance, and are a literary genre that combines images and morals.

Excellent fables contain rich ideological capacity and profound philosophy of life. Students need to understand the hidden meaning and appreciate the hidden meaning. In the kingdom of fables, foxes and wolves, deer and tigers are no longer animals, they are personified "people". Even people's words and deeds are mostly weird and strange, which can make students unforgettable.

There are many fables with both literary quality and beauty selected in primary school Chinese textbooks. So, what issues should be paid attention to when teaching fables in primary schools? 1. Guidance to clarify the meaning of the text and grasp the content of the story. There are many fables in primary school, such as "Mending the Lost Sheep", "Going in the Same Direction", "The Frog at the Bottom of the Well", etc. Fables often use fictional stories or personification of natural objects to illustrate a certain situation. reason. When teaching, first of all, let students understand what story this fable tells and clarify the plot of the story, that is, the occurrence, development and result of the story.

So, how to help students understand the plot and grasp the content of the story? Instruct students to understand words by looking up them in a dictionary or using context. For example, the meanings of "die" and "lao" in the article "Mending a Lost Sheep" are different from those in modern Chinese. Therefore, when teaching children in third grade, we must guide them to learn to understand key words. Also understand the meaning of the words "regret" and "acceptance", guide students to read and discuss, think about what you have learned from the word "regret"? What do you understand from the word "accept"? Strengthen reading guidance and inspire students to read out the meaning expressed in the story.

For example, when learning "Mending the lost sheep", you can use the method of reading the dialogue part by role, so that students can understand the neighbor's concern for the sheep farmer and the sheep farmer's attitude towards the loss of the sheep. 2. Combine it with the reality of life and realize the meaning. The fables in primary school Chinese textbooks are short, often only a few hundred words, but almost every fable has a lively and interesting story with rich plot changes, and the language is concise and concise. Easy to read aloud, such stories are loved by primary school students, thus stimulating their interest in reading.

Fables often vividly reflect all aspects of people’s spiritual life through vivid and interesting short stories, and contain profound philosophy. Just like the kind and wise elders, they always Tell people some principles of life and philosophy of life with sincerity and sincerity. Because primary school students have strong image thinking, poor understanding ability, and lack of perceptual experience, it is difficult to reveal and understand profound meanings. Therefore, in the teaching of fables, we can create story situations and let students read the text with questions. In the process of reading fables, students' ability to understand and extract information is developed, and good reading habits are developed.

For example: When learning fables, students must be asked to connect them to real life and talk about similar people around them and those they know from TV, movies or stories they have read. For example: after learning "Mending the Ladder", you can ask students to talk about whether you have made the same mistakes as the sheep farmers in your life? What would you do if you were a sheep farmer? Also, after studying "Northern Directions", can you talk about where this person went wrong? What do you want to say to this Chu man? What did you gain from learning fables? Let students find answers to questions by understanding, extracting, analyzing, and summarizing information while reading texts.

In this way, students can reveal and understand the meaning in reading, and at the same time, their understanding, analysis and generalization abilities have also been well improved. 3. Capture the editor’s intention and understand the characteristics of fables. Fables are a kind of literary genre and occupy a place in Chinese language and literature.

So what is the editor’s purpose in selecting fables in primary school Chinese? What characteristics do we learn from fables? First of all, from a formal point of view, the characteristics of fables are: first, the language is concise and concise, extremely general and expressive; second, it is short, concise and rigorous in structure, making it the shortest type of narrative literary work.

Although fables are short in length, they are a world full of wit, humor, comedy, courage and rich imagination. They give humans rich thoughts and emotions and basic concepts of good and evil to animals and plants in nature, and contain profound meanings. philosophy.

Since the short story must contain rich and profound philosophy, fully reveal the nature of the satirical object, and allow people to understand the philosophy of life while laughing at the ridiculous behavior of the clown in the story, therefore, The language of fables is required to be concise and general, highly expressive, and also humorous and interesting. In addition, during the long-term development process, fables have well absorbed artistic expression techniques such as symbolism, exaggeration, and personification, adding richer literary colors and making the plots of fables more tortuous and interesting.

Fables have won the love of children with their exaggerated images, vivid and interesting plots, and rich and profound philosophical and educational qualities. They have also become an important literary genre in primary school Chinese textbooks, providing students with great opportunities for writing. It played a very good role in paving the way. Secondly, we should pay attention to teaching children to learn to distinguish between fables and fairy tales. They have similarities but also great differences.

Fairy tale is a kind of fantasy story. Fairy tales only come from fantasy. They use people or things that children know and understand as the objects of description, and use rich imagination and exaggeration to create images.

Fairy tales have poetic and beautiful artistic conception and language, which can give people a beautiful enjoyment. 4. Pay attention to expansion and extension to increase cultural accumulation (1) Fable story books Teachers should give students some fables and let them read a large number of Chinese and foreign fables, such as: "Aesop's Fables", "Ancient Chinese Fables", "Chinese and Foreign Fables" "Exquisite" as well as related idiom stories, historical stories and other related books, and requires students to read no less than two stories per week.

This will enable students to have a deeper understanding of the genre of fables, expand their horizons, and expand their reading. Students gradually change from passive reading to active reading, which plays a role in promoting and promoting Chinese learning.

(2) Organize a fable story meeting. Based on the students' extensive reading of Chinese and foreign fables, the teacher organizes a fable story meeting while the iron is hot to explain his or her understanding of the fable story in different forms. The forms can be diverse. , it can be an adapted cross talk, sketch, textbook drama, etc., in this way. 2. A brief discussion on how to effectively teach classical Chinese

1. Clarify the purpose, teach in a reasonable manner, and provide plenty of encouragement and guidance. The new syllabus requires junior high school students to "familiarly read and recite" some chapters and paragraphs of classical Chinese, and requires high school students to "read simple classical Chinese with the help of reference books." The regulations reflect the basic requirements for middle school classical Chinese. The scientific nature of the regulations is that junior high school is required to be a stage for accumulating perceptual materials. Through extensive reading and recitation, one can become familiar with the language phenomena of various classical Chinese texts, enrich knowledge of ancient Chinese, accumulate knowledge of vocabulary and sentence structure, and cultivate a sense of language. High school is in this stage. Through repeated practice based on a solid foundation, the ability to read simple classical Chinese will gradually develop.

2. The explanation and analysis must be accurate and concise, and the translation and sentence fragments must be in-depth and simple. The subjectivity requirements of students have not been placed in the forefront in the past, but are now being increasingly valued, advocated and cultivated. Therefore, in the future, in In the process of learning classical Chinese, we must pay full attention to students' independent learning requirements, focus on cultivating students' independent reading comprehension and application abilities, break some undesirable factors of traditional teaching, and allow students to gradually become real learning subjects. For things that students can understand and have clear annotations, such as year numbers, place names, names of people, and some unique vocabulary, students can search and memorize or discuss things by themselves. If there are disputes and uncertainties, the teacher will provide guidance and troubleshooting. .

3. Guide students to learn how to summarize and accumulate is silver, to master the rules is gold, and to master everything is the Midas touch. It is of course a student's duty to concentrate on interacting with teachers in class, and to listen and take notes diligently. However, diligence alone cannot accomplish the substantive task of learning. Especially when learning classical Chinese, students also need to be guided to draw inferences, summarize what they have learned, and master the rules. Finally reach the state and level of comprehensive understanding and independent learning.

Summarizing and accumulating is silver, mastering the rules is gold, and mastering everything is turning stones into gold. 3. How to teach fables in primary school Chinese textbooks

Combining the reality of life and understanding the underlying truth

The fables in primary school Chinese textbooks are short, often only a few hundred words, but Almost every fable has a lively and interesting story with varied plots, and the language is concise and easy to read. Such stories are deeply loved by primary school students, thus stimulating their interest in reading. Fables often vividly reflect all aspects of people's spiritual life through vivid and interesting short stories, and contain profound philosophies. Just like the loving and wise elders, they always tell people some life principles and philosophies with sincere words. Because primary school students have strong image thinking, poor understanding ability, and lack of perceptual experience, it is difficult to reveal and understand profound meanings. Therefore, in the teaching of fables, we can create story situations and let students read the text with questions. In the process of reading fables, students' ability to understand and extract information is developed, and good reading habits are developed. For example: when learning fables, students must be asked to connect them to real life and talk about similar people around them and those they know from TV, movies or stories they have read. For example: after learning "Mending the Ladder", you can ask students to talk about whether you have made the same mistakes as the sheep farmers in your life? What would you do if you were a sheep farmer? Also, after studying "Northern Directions", can you talk about where this person went wrong? What do you want to say to this Chu man? What did you gain from learning fables? Let students find answers to questions by understanding, extracting, analyzing, and summarizing information while reading texts. In this way, students reveal and understand the meaning in reading, and at the same time, their comprehension, analysis, and generalization abilities are also greatly improved.

4. 25 Lesson Plans for "Two Ancient Fables"

25 "Two Ancient Fables", Textbook Description This lesson selects two ancient fables. Both of these fables are short and interesting stories that satirize Some ridiculous phenomena in life reveal some profound truths. "Spear and Shield" tells the story of a man who boasts about the spear and shield he sells at the same time. Because they contradict each other, he cannot justify himself. It warns people to be careful when speaking and doing things. Seek truth from facts, don't exaggerate or contradict yourself. "Zheng Ren Buys Shoes" uses a man who would rather believe in the size of his own feet than his own feet to ridicule people who stick to rules, superstitious dogma and do not respect objective facts. Two fables Lively and interesting, concise and concise, they all use "foolish people and stupid things" - ridiculous things, which inspire people from the negative side and are thought-provoking. This kind of fable in the original ancient language is particularly concise but vivid, and the metaphor is clear and profound. And it makes people feel some kind of implicitness and humor. The whole text of "Spear and Shield" is only four sentences, which has two meanings. The first two sentences tell how this man boasts about his shield and spear, and the last two sentences describe how he boasts about his shield and spear. When asked, he had no words to answer. "Zheng Man Buys Shoes" is also divided into two levels. It first describes the person's entire process from measuring the size to buying shoes and then "not being able to wear shoes"; and then uses simple dialogue to point out his story. The reason why I didn’t buy the shoes. The internal connection between the two parts before and after is very close. Both fables do not have any comments from the author, but use dialogue as the finishing touch, using the characters’ own words to point out the meaning, leaving the readers with something to think about. Room. In addition to continuing to understand the differences in the meanings and expressions of ancient and modern words, understanding the meaning of each fable and expressing it in your own words is the difficulty of learning this lesson. Students are guided to grasp the key words in the dialogue to start thinking, Discussion can be used as the focus of teaching. The purpose of selecting these two fables is to continue to read some classical Chinese on the basis of the initial exposure to classical Chinese in Volume 11 to lay a foundation for junior high school learning; at the same time, to guide students to learn from these two fables. Understand some principles in life. 2. Learning objectives 1. Learn seven new words. 2. Read the text correctly and fluently. Recite the text. 3. Be able to understand the text with the help of annotations and initially understand the principles of the text. 3. Teaching Suggestion 1. These two fables are in classical Chinese, and their expressions are very different from modern ones. However, with the help of annotations, it is much easier for primary school students to read. In addition, they have already been exposed to classical Chinese in Volume 11. How many students I have some experience. Therefore, just like the teaching of modern literature, we should still adhere to the strategy of self-reading, focusing on perception and accumulation. In teaching, we should try our best to let students learn independently, cooperate and explore, and let them question, To clear up doubts, teachers should give appropriate guidance and support, and explain accurately when necessary. Do not talk about grammar knowledge. The annotations in the textbooks can not only help students understand words and sentences, but also allow students to gradually understand the differences in ancient and modern word meanings and expression methods. Students should be inspired Be good at making full use of them, but don't let students memorize these notes by rote. 2. This lesson is divided into two classes, and each class period can focus on learning a fable. Except for the specific content, the two fables have many similarities. Now as follows "Spear and Shield" is taken as an example. The following teaching steps are recommended: First, teachers model reading, allowing students to try to read the text with the help of annotations, and strive to understand the meaning of the sentences; then, guide reading aloud, read the sentences correctly, read fluently, and read the text repeatedly. Further understand the meaning of the sentences; then, connect the meanings of the sentences and practice telling fables; finally, discuss and understand the meaning, and talk about feelings in connection with the actual situation. 3. Guiding reading and recitation is the focus of teaching. "Read the book a hundred times, "The meaning is self-evident" is the experience of the ancients when they read ancient Chinese. The obstacle for today's students to read ancient Chinese is that there are differences in the use of words and sentence patterns in ancient Chinese and modern Chinese. The elimination of this obstacle means that for primary school students, they will not be able to talk about the morphology and vocabulary of ancient Chinese. Syntax. The main method is: first let students refer to the annotations to figure out the main idea of ??the sentence, and then read it repeatedly to understand the meaning of the sentence as a whole and the full text. During the process of students practicing reading aloud, the teacher should strengthen guidance. When reading the two fables, in addition to the necessary In addition to correct pauses and accentuation, you should also pay attention to tone and rhythm. Spears and Shields Chu people who have a shield and a spear praise it by saying: "My shield is so strong that nothing can sink it." They also praise their spears. / Said: "The advantage of my spear is that everything / is trapped." Or it is said: "With Zi /'s spear, it is trapped.

Son/shield, how about it? "He/he can't respond." Among them, in the first part, the two sentences about the man bragging about his shield and spear, the corresponding part should be highlighted appropriately, and the tone of voice should be more open; in the latter part, "he/he can't respond" is The tone changed from slow to deep, in contrast. "How about using Zi's spear and trapping Zi's shield? "The tone of the question should be read (the tail sound rises slightly). You can also imagine the different tone and rhythm of people of different ages and personalities: young and energetic people ask more playfully and faster; older or more gentle people People who ask questions more calmly can show a certain sense of humor. Zheng people buy shoes. Zheng people / those who have shoes and put them away, first take care of their feet / and then sit on them. When they get to the market / they forget to take care of them. When he got the shoes, he said: "I forgot to hold on to it." He turned back and took it. When he turned back, the market stopped, so he couldn't take the shoes. The man said: "Why not try it?" ” Said: “It’s better to be trustworthy than to have self-confidence.” 4. The second question of “Thinking·Practice” is “Read it and talk about the meaning of the sentences.” The purpose of this question is to list the more difficult sentences in the text and focus on understanding them. Guide students to pay attention to the characteristics of the use of words and sentences in classical Chinese, and understand the methods of expressing the meaning of classical Chinese sentences in modern Chinese. Doing this exercise can guide students to understand the meaning of the sentence in conjunction with the annotations and read it aloud with guidance, or it can be arranged after reading the text and understanding the meaning. But no matter when you perform this exercise, you should adopt the method of overall understanding and understanding of the whole sentence. Never talk about the knowledge of classical Chinese function words, content words and sentence patterns. The following is the general idea of ??the five sentences listed for reference. (1) "My shield is so strong that nothing can break it." It means: My shield is (very, very, special) strong (strong) and nothing can penetrate (it). Or: My shield is strong. Very sharp, nothing can be penetrated. (2) "My spear is so sharp that it can penetrate everything." It means: My spear is (especially, very, very) sharp and cannot penetrate any object (thing). Or: My spear is so sharp that it can penetrate everything. (3) "How about using the spear of the son and the shield of the trap?" "It means: How about stabbing your shield with your spear? Or: What happens if you stab your own shield with your own spear? (4) "Going to the market and forgetting to control it." means: Wait until we get to the market. 5. Lesson Plan for the Four Fables in Lesson 1 of the First Grade

30 Study of the Four Fables 1. Chapter Description 1. The fable of "Hermes and the Statue-bearer" The irony is very strong.

Hermes wanted to know how much he was respected in the world, so he turned into a mortal and came to the statuer's shop. The statuer told him something completely contrary to his expectations. His extremely embarrassing words. The contradiction between hope and result is the irony of this article. The text is written very cleverly at the beginning to reveal Helmer. For Si's extravagant hope, "want to know" is a cover-up, but actually means "want to get it" - only later did the author use "I thought that as an envoy of God and the patron saint of businessmen, people would respect him more." ”, exposing the secret in his heart.

In fact, the author does not need to expose it, and you can tell by looking at his way of testing: he first asked the price of the statue of Zeus, which was much higher than the highest god. Knowing that the price was not high, he was very satisfied, so he "smiled" and asked the price of the statue of Hera. After two questions, he seemed to be sure that it was better than all the gods. Finally, he asked about the price of his own statue, but he was completely satisfied. Contrary to his expectations: his statue is worthless and can be "given away".

The short length vividly portrays the image of a blind and arrogant person. 2. "The Mosquito and the Lion". The artistic style of the fable is different from the previous one: although it is also ironic, it focuses on making people think deeply.

The mosquito is an extremely small insect, but it dares to challenge the lion. After careful consideration: it sees that the opponent's strength lies in "catch with claws and bite with teeth", but it can fly and avoid it; the opponent has "no hair around its nose", which is its most suitable attack point and its most powerful point. A safe place.

This is exactly how I use my strengths to attack the enemy's weaknesses. Naturally, the mosquito defeated the lion.

But the ending is quite ironic: the mosquito that defeated its powerful enemy "blows the trumpet and sings a triumphant song and flies away", but unexpectedly hits a spider web and laments that he will be eaten.

Is this bad luck an accident? Worth pondering. 3. At the beginning of the text "Sophon Suspicious Neighbor", write the background of the story, using only eight words.

"Song" refers to the place where the story takes place; "rich" is the reason for the theft; "rain" causes "wall damage", and "wall damage" provides thieves with free access. condition. This leads to the same view of the matter between two people with different identities: "If you don't build, there will be thieves."

This is the key point in the story, because the purpose of the story is not to explain people's Prescient, but to explain that people who hold the same views are treated differently due to different identities (actually different relationships with the master). Therefore, when the prediction came true, the rich man boasted that his son was smart and suspected that the theft was done by his neighbor's father.

4. The fable "A blessing in disguise" is used to illustrate the two sentences "Misfortune lies on the back of blessing, and blessing lies on the back of misfortune" (Chapter 58 of "Laozi"). It explains the meaning of disaster. The relationship of unity of opposites with happiness. The story is famous because it uses a series of facts to illustrate the mutual transformation between misfortunes and blessings: "The horse died without reason and entered the barbarian" is a misfortune, but when "the horse returns to the barbarian with a strong horse", it turns into a blessing; Later, his son "fell down and broke his hip" while riding this horse, and his blessing turned into disaster; finally, Ding Zhuang died of "nineteen deaths" while fighting the invading Hu people, but his son was spared because of lameness. After conquering the war, "father and son protect each other", and misfortunes turned into blessings again.

This cycle repeats itself, so it is moving. The idiom "A blessing in disguise is a blessing in disguise" comes from this story.

2. Problem research cultivates students’ ability to think divergently. All fables have moral meanings, and readers can understand and use them from different angles.

For example, when Comrade *** quoted the two fables "The Foolish Old Man Moves the Mountain" and "The Donkey of Guizhou Has No Skills", he explained it from a new perspective. Using mountains as a metaphor for feudalism and imperialism further illustrates that as long as the Communists move the Chinese people with their hard work, they will surely be able to work with the Chinese people to remove the "two big mountains" of feudalism and imperialism. When teaching fables, you must believe that students can explain them from their own chosen perspective. Doing so will help cultivate students' divergent thinking abilities.

For example, in the article "Sophon Suspicious of His Neighbor", the author's original intention is to give advice to others, so he must pay attention to his relationship with the listener. If the relationship is alienated, even if the opinion he expresses is correct, the effect may not be good—— This is said in a negative way. If interpreted from a positive perspective, it can be extended to: when listening to opinions, you should only listen to the correct ones, regardless of who puts forward the opinions, and you should not be biased against others.

Another way to use fables to develop divergent thinking skills is to make appropriate changes to the plot of the story and then see how the moral is different. For example, in "Hermes and the Statue Maker", the plot below "It's a little more expensive" was changed to: After hearing this, Hermes remained silent and left quietly.

Then lead students to discuss. The contents of fables mostly involve the principles of life, and their function is to inspire. The stronger your divergent thinking ability, the more enlightenment you will receive.

This issue deserves study. Exercise Instructions 1: Read the text, relate your own life experience, and talk about the morals of the four fables respectively.

The purpose of setting the topic is to enable students to flexibly understand the meaning of each fable, so students are required to "connect with their own life experience" to talk about it; if it is limited to the plot of the story itself, discussing the matter, or even repeating the author's words, then This makes the study of fables "dead" and loses the educational role of fables. For details on learning methods, see “Teaching Suggestions”.

This question is open-ended and everyone can express their own opinions without seeking uniformity. 2. In connection with the context, explain the following highlighted words.

1. At dusk, the fruit will be lost greatly. 2. The horse will die without any reason. 3. Everyone is hanging on it. 4. How can this not be a blessing? 5. Stay for several months. 6. The horse will go into the wild. The Horse Returns 7. The title of the Nineteenth Dead is to accumulate classical Chinese words. See notes for answers.

Teaching Suggestions: This course is planned to be taught in two periods. Teaching fables can generally be divided into three steps: first analyze the plot of the story; then guide students to understand the moral of the story; and finally guide students to make up or continue to make up their own fables.

Now the following is the description: 1. The basic principle of analyzing the plot of the story is: introduce students to the situation of the story, try to let the students talk more and the teacher talk less. Therefore, teachers must carefully study the art of asking questions.

The following questioning methods are available for reference: 1. Seize the key points of the plot and ask questions. For example, when Hermes came to the statue maker's shop, he first asked about the price of the statue of Zeus, which was very meaningful; when he asked about the price of the statue of Hera, he asked "with a smile". 6. How to make classical Chinese classroom teaching vivid and interesting "The Fable of Life: The White Rabbit and the Moon"

Teaching points: Teachers and students study "The White Rabbit and the Moon" together to accurately understand the moral of the story and the meaning of the language fine.

Teaching process: Introduction of new courses: Zhou Guoping, born in Shanghai in July 1945. He graduated from the Department of Philosophy of Peking University in 1968. In 1978, he enrolled in the Department of Philosophy of the Chinese Academy of Social Sciences, where he received a master's degree and a doctorate in philosophy. In 1981, he entered the Institute of Philosophy of the Chinese Academy of Social Sciences and has been working ever since.

His prose is good at using literary forms to talk about philosophy, such as the meaning of life, death, sex and love, self, soul and transcendence. He piously explores the common confusion in modern people’s spiritual life and pays attention to the contemplation of the soul. The journey and tribulations embody philosophy in common situations, explain the profound things in simple terms, and reveal common sense and interest. A type of allegorical literary genre.

Tell stories with persuasive or ironic meaning in the form of prose or rhyme, and use short and concise stories to convey profound philosophy. Most of them are short in length and simple in plot. Most of them adopt metaphorical or anthropomorphic expression techniques. The protagonists are mostly animals and plants, but they can also be humans or non-living things.

The themes are mostly about punishing evil and promoting good, and are full of wisdom and philosophy. The material originates from folklore.

The most famous fables in Western literature include "Aesop's Fables" in ancient Greece. Fables were already popular in China during the Spring and Autumn Period and the Warring States Period, and many of them are preserved in works such as Zhuangzi and Han Feizi.

Did your classmates learn some fables when they were in primary school? What can we generally gain from studying fables? In the course of people's lives, gains and losses always accompany us throughout our lives. There is a saying: "With every gain, there must be a loss."

In fact, there are more losses than gains. The British writer Bernard Shaw has a famous saying: "There are two great misfortunes in life: one is not getting what he loves, and the other is getting what he loves."

Do you agree? The fable "The White Rabbit and the Moon" will give you a correct answer. 7. How to teach classical Chinese - "Pluck the seedlings to encourage growth" and "Self-Contradiction"

This is the first time that classical Chinese appears in primary school.

The two fables are both texts admonishing the monarch to govern the country. "Pluck the seedlings and encourage them to grow" is selected from "Mencius. Gongsun Chou Shang", and "Self-Contradiction" is selected from "Han Feizi. Nan Yi". These two classical Chinese fables include the teaching of fables as well as the teaching of classical Chinese.

I think, first of all, it is to let students understand the basic characteristics of classical Chinese and learn how to understand classical Chinese. Secondly, it is to understand the truth contained in these two stories. Core objectives: 1. Learn to read these two stories well, read the pronunciation of the characters accurately, and read out the pauses and stresses.

2. Understand the content of the story based on the general meaning of the translation, understand the truth contained in the story, and know that you must follow the laws of development of things; you should not be too absolute when speaking or doing things. 3. By comparing with modern vernacular, understand the characteristics of classical Chinese that are simple and meaningful.

4. Learn how to understand the meaning of words by connecting them with context. 5. Stimulate interest in learning classical Chinese.

Can you find a synonym? 2. Recall the story you have read in "Pluck the Seedlings to Help It Grow" and tell it in your own words. 3. What inspiration did you get from reading this story? 4. Read the text carefully and think about the meaning of words such as "compassion", "qi", "disease" and "predicate" in connection with the meaning of the text.

5. Count the number of words in this classical Chinese text and think about the different characteristics of classical Chinese and vernacular Chinese. 6. This article has been away from us for more than two thousand years. What is the reason why it has been passed down to this day? Design of pre-exercise questions for "Self-Contradiction": 1. Read this classical Chinese article carefully, underline the sentences that you find difficult to read, and think about why you can't read it well.

2. Circle words that have different meanings from those in modern vernacular, connect them to the context, and think about what they mean. 3. How do you feel after reading this story? 4. How should someone who sells spears and shields advertise their goods? 5. Why did the author write "Selling Shield" first? Is there any secret hidden in it? 6. Continue writing "Self-Contradiction".