How to design Du Fu’s quatrain lesson plan?

"Quatrain" teaching design [Teaching Instructions]

"Quatrain" is a seven-character quatrain written by Du Fu, the famous "poetry sage" in the Tang Dynasty. The whole poem has bright colors and broad artistic conception. When teaching, I follow the principle of integrity in teaching, and the teaching levels are clear, from stimulating questions to perceiving the whole poem, to explaining sentence by sentence, to students acting as poets and reciting poems. A good teaching structure for poetry. During teaching, I also pay attention to the five-step process of listening to the music and reciting, imagining the picture, unfolding the picture, and enriching the picture with pictures to guide the students to get closer to the poet, experience the situation of the poet writing poetry, and use this as a teaching clue to run through the entire teaching situation to help students Understand the artistic conception of poetry and break through the key points of teaching to understand emotions through scenery. In the teaching process of guiding students to understand key words, I designed to use simple drawings to let students intuitively feel the meaning of the word "Han", integrating listening, thinking, drawing and speaking, so that students can understand the metaphorical writing method of the word "Han" At the same time, the replacement and comparative analysis of the word "Han" not only helps to deepen the understanding of the sentence, but also enables students to subconsciously understand the specific role of the rhetorical form of "personification" in highlighting the vividness of scene description and expressing poetic flavor, so that The students deeply realized the wonderful use of the word "Han" and broke through the teaching difficulties.

[Teaching Objectives]

1. Understand the meaning of words and sentences, clarify the meaning of poems, and be able to express the whole poem in your own words based on understanding the words and sentences. carelessness. Focus on understanding the wonderful use of the word "Han".

2. In the process of learning ancient poems, students are encouraged to imagine based on the poems and match the poems with paintings, guiding students to understand the artistic conception of the poems through imagining the pictures, so as to experience the joyful mood of the poet when he writes poems.

3. Recite the whole poem emotionally.

[Teaching preparation]

Large-scale color stickers, audio tapes (machine), small blackboards, and large blackboards with complete poems written on them.

[Teaching Time]

One class hour.

[Teaching Focus]

Guide students to understand the emotions through the scenery, reproduce the scene of the poet's poetry through pictures, and experience the poet's joyful mood; understand the general meaning of the poem, and understand the meaning of the word "Han" .

[Teaching Process]

1. The introduction reveals the topic and stimulates interest

1. Introduction: Students, we know that there were two famous poets in the Tang Dynasty, One is known as the "Immortal of Poetry" - Li Bai, and the other is known as the "Sage of Poetry". Who is he? ----Du Fu. Du Fu's poems enjoy a high reputation among Tang Dynasty poems. Today we will study a quatrain written by Du Fu. [Reading together topic] Quatrains are a genre of old poetry. Those with four lines and five characters each are called five-character quatrains, and those with seven characters each are called seven-character quatrains. Is this poem a quatrain of a few words? (Seven-character quatrains) This seven-character quatrain is the third of the "Four Quatrains" written by Du Fu when he returned to Du Fu's Thatched Cottage in Chengdu more than 1,200 years ago, that is, in 64 BC. The "Anshi Rebellion" that shocked the Tang Dynasty in 763 AD was finally put down. When Du Fu, who was worried about the country and the people, heard the news, his mood changed from dull to cheerful. The poet returned to his old residence and saw that the surname Jin was living a peaceful life again. When I saw the vibrant spring scenery by the Huanhua River in front of the thatched cottage, I felt very happy. I couldn't help but write this popular poem. Since I didn't have a title in advance, I used the quatrain as the title of the poem. Next, ask the students to read the poems individually and read the new words accurately.

2. Students read by themselves.

3. Review new words. There are three new words in this poem. Let’s review them together.

4. Read poems by name: Will the students read this poem? The teacher asked four students to read a sentence each, "Drive a train. Who wants to?" (Two groups are invited)

Second, create a situation for model reading

1. Learn the first sentence

(1) Listen to the recording of model reading: students can read It went pretty well, but you have to be emotional when reading poetry.

The teacher has prepared a musical recitation of this poem. Do you want to listen to it? (Think) Students can imagine while listening, what kind of picture does the poem outline for us?

(2) Use language to create situations: Listening to this emotional recitation, we seem to be close to the poet and to Du Fu’s Thatched Cottage in Chengdu, Sichuan. The scenery around the thatched cottage is really like a beautiful picture. (Show the picture) (Use words to guide students to see the picture and put it into context): It is the weather in March, the sun is soft and the breeze is gentle. One morning, the poet Du Fu was studying poetry at his desk. Suddenly he heard a series of clear and melodious birdsong outside the house. The poet followed the sound and saw what? (Oriole) Does any of Oriole’s classmates know? (Posted on oriole)

(3) Introduce oriole. The oriole is a beautiful and singing bird with mostly yellow feathers.

(4) Learn "Cui" and "Ming". Where are the lively, cute, small and exquisite oriole birds singing? (Among the willow branches) What kind of willow tree is it? What word did the poet use to describe the willow tree? (Cui) What does emerald mean? (Meaning green, emerald green) So what time of year is this? (Early spring) So what do you think, how will the beautiful orioles sing among the green willow trees? (Joyfully and freely)

(5) Read the first line of the poem. Let us read the first line of the poem together in a cheerful tone, paying attention to the rhythm of the seven-character quatrain (2, -2, -3).

(6) Tell the meaning of the sentence. Do students understand the meaning of the first line of the poem? Can anyone tell me? (Two lively and lovely oriole birds chirped happily among the green willow branches.)

2. Learn the second line of the poem

(1) Describe the situation. The poet was intoxicated by the sweet chirping of the oriole, when suddenly a white arc passed before his eyes. What was this white arc? (Egret) Post egret.

(2) Introduction to the egret: The egret is a water bird with white feathers, slender legs and feet, and a very graceful figure flying in the sky.

(3) Talk about "one line" and "blue sky". Is that an egret? (No) Where in the poem can I tell you this in one word? (One row) Where are these neatly arranged rows of egrets flying to? (Qingtian), what does Qingtian mean? (Blue sky) The green here means azure and tile blue.

(4) Tell the meaning of the sentence. So can the students understand the meaning of the two lines of the poem? (A row of neatly arranged egrets are flying into the blue sky)

(5) The picture of the white egrets flying into the blue sky is so beautiful. Let us read the second line of the poem together and read out The beauty of the picture comes.

3. Experience the poetic realm

(1) The poet’s poems are concise and bright. Just two lines of poems have already made us think about it. The colors in the picture are all reflected in the poem. Come out, did you find the words describing colors in the poem? The teacher asked a classmate to highlight the words on the blackboard. (yellow, white, green, blue)

(2) The poet uses yellow and green to contrast, blue and white to contrast, and uses brightly colored words to write the unique and bright color characteristics of spring scenery. When we read these two poems, we feel as if such a beautiful picture of early spring is unfolding before our eyes. Can the students look at the picture, combine it with the poem, and try to describe the picture in their own beautiful words? Students can say it in this sentence structure:

Show the sentence structure: The scenery in early spring is so beautiful, the sky, Willows, orioles, egrets. The poet feels that everything in front of him is like.

(3) The students’ descriptions are so beautiful. Let us read the first and second lines of the poem together to understand the beauty of the picture.

4. Learn the third sentence

(1) As I read, we were all immersed in the beautiful spring scenery, with birds singing and dancing everywhere, full of vitality, and green willows and silk threads everywhere. In the warm spring, the poet Du Fu was moved by the beautiful scenery in front of him. He couldn't help but recite and ponder the poems in his heart. When he raised his head, what attracted him? (The poet was attracted by the Xiling Snow Mountain in the distance) Tie Xiling

(2) Explain "Qianqiu" and "Han".

Xiling is the Minshan Mountain located to the west of Chengdu. The poet said: "Xiling has snow for thousands of years." How can we explain it? (Xiling is covered with snow that never melts all year round) What does "Qianqiu" here mean? (A long time) Where did the poet see the snow-covered Xiling Mountain? (The poet looks into the distance from the window), painting (poetry), do you understand the meaning of "containing" in "The window contains the snow of Qianqiu on the Xiling Mountains"? Han means holding and inlaying. Do students think the word "han" in this poem is used well? So we might as well use other words to replace it. What words can we use to replace it? (You, Li, Nei, Qian) Let’s choose two words to read, compare and experience. "There is Qianqiu snow in Xiling outside the window", what do you think? (Too common) "The window is inlaid with the Qianqiu Snow of Xiling", (the inlay reads that the Xiling Snow Mountain is like a painting inlaid in the window frame, it is just a static painting.) However, we usually talk about what talents contain, here The use of the word "Han" seems to bring the window frame to life, expressing the dynamic beauty of the picture and making it more dynamic. The poem combines stillness and movement, and is full of vitality. This word "Han" is used so wonderfully. Let us read the third line of the poem together and highlight the word "Han".

(3) Tell the general idea of ??the poem. (The snow-covered scenery of Xiling that has not melted for thousands of years is like being held in the window frame)

5. Learn the fourth line of the poem

(1) The poet looks out the window to the snowy peaks of Minshan Mountain , intoxicated in the beauty of nature, admiring endlessly, unknowingly, the pen has been in his hand for a long time, the poet thought of writing a poem, lowered his head, but what did he see in front of the door? (A ship docked on the shore in front of the door) While posting the ship, he narrated: Aren’t the ships sailing? What word do you know from? (Bo), Bo means to dock. Soochow refers to the lower reaches of the Yangtze River and the Jiangsu area where the Soochow regime was established, so the poem also uses Soochow to refer to the lower reaches of the Yangtze River and the Jiangsu area.

(2) Can you explain the meaning of Soochow Wanli Ship? (A ship sailing from distant Soochow) So what does "Wanli" mean here? (The journey is long) Now, can the students explain the main idea of ??this poem? (There are ships that have traveled thousands of miles docked on the shore in front of the door.) Ships can sail along the Minjiang River and through the Three Gorges unhindered only in a peaceful environment. How would the poet feel when he saw this scene? of? (Cheerful, joyful, comfortable)

(3) Let us read the fourth line of the poem in a happy tone.

6. Experience poetry

(1) At this time, Du Fu returned to his former residence in the thatched cottage. It was already the second year after the "Anshi Rebellion" was put down. Only when the poet is in a happy mood can he have leisure and leisure. Look up at the snowy scenery of Xiling and feel the bright spring scenery with the singing of birds and the fragrance of flowers. Therefore, the third/fourth sentence of the poem describes the situation of the poet looking far and near. Can students explain it in this sentence structure:

The poet looked up and looked far away, only to see, lowering his head to look near. I saw this scene in the poet's heart.

(2) What the students said is really good. Let’s connect the three and four sentences together and read them emotionally.

4. Performance Situation

1. By imagining the picture just now, we understood the main idea of ??each poem, got closer to the poet, and experienced the poet’s thoughts and feelings. Now the teacher wants to ask a A classmate became the great poet Du Fu and performed for everyone the scenes of the poet writing poems. Now the picture on the blackboard is expanding and expanding infinitely... So, our place has become Du Fu's Thatched Cottage, and the spring scenery outside is really picturesque. At this time, it was March in spring, the sun was soft and the breeze was gentle. One morning, the poet was studying poetry at his desk. Suddenly he heard a clear and melodious sound of birdsong outside the house. He followed the sound and saw what kind of spring scene near the thatched cottage he saw. He could introduce it to us first. Then the poet splashed ink and recited the poem for us loudly. First, ask everyone to discuss and practice in their seats.

2. Student performance

3. What a good poem. How can we not recite such a masterpiece.

4. Recite the entire poem in unison.

5. Summary

In this class, we got close to the poet together, experienced the poet's situation of writing poetry, understood the meaning of each poem, imagined the picture, and felt the artistic conception of the poem. . The whole poem describes the bright spring scenery near the thatched cottage and expresses the poet's joyful and cheerful mood.

After class, ask students to recite the entire poem emotionally and copy it again.