One teaching plan "Zhao Gong remonstrates Li Wang's libel" is required for senior one Chinese.

Zhao Gong admonishes Li Wang for slander, which is selected from Zhou Yu, the first book of Mandarin, and has been selected as one of the compulsory Chinese textbooks of Newcomer Education Press. How should senior one teachers write articles and lesson plans? The following is the lesson plan of "Zhao Gong admonishes Li Wang for slander" that I brought to you. I hope it helps you.

One of the compulsory Chinese courses in senior one is the excellent teaching plan "Zhao Gong slanders Wang Li".

Teaching objectives and requirements:

1, train students to read classical Chinese with annotations.

2. Master the meanings of 9 words and 4 words in the training focus of this lesson.

3. Understand the clear and simple features of Zhao Gong's Admonishment and appreciate the plain language features of Guoyu.

4. Make students understand the importance of the people-oriented thought of "keeping the mouth of the people is better than keeping Sichuan".

Teaching emphases and difficulties:

1, an analysis of Zhao Gong's exhortation

2. The profound meanings of the two metaphors;

Teaching time: two hours.

Preview before class:

1, with the help of notes, read the text and find out the main idea of the text;

2. Read the text and recite Zhao Gong's admonition.

Underline the words you don't understand.

first kind

Recite the last lesson

I. Introduction to Putonghua

Who is the author of "Guoyu" has not been determined. According to legend, it and Zuo Zhuan were written by Zuo Qiuming. The general view is that the book "Guoyu" has a process, first read by Zuo Qiuming, then handed down from time to time, and finally adapted the history of other countries. It was polished, probably in the early years of the Warring States Period.

Guoyu is the earliest national history in China, with a total volume of 2 1. It is divided into eight parts: Zhou Yu, Lu Yu, Chyi Yu, Yu Jin, Zheng Yu, Chu Yu, Wu Yu and Yu Yue. It describes the internal affairs and diplomacy of various countries from the second year of Mu Wang in the Western Zhou Dynasty to the fifty-sixth year of Zhending in the Eastern Zhou Dynasty. They all pay attention to a few people and things. Because Guoyu is close to Zuozhuan in content and has the same historical value, Guoyu is also called Chunqiu Zhuanzhu.

The text of Guoyu is concise and clear. Although his literary achievement is not as good as Zuo Zhuan, it is also an important prose work in the pre-Qin period.

Second, read the text twice together and pronounce it properly.

Third, please read the first paragraph silently and ask questions after reading it.

Teachers pointed out "slander", "comparison" and "taking the road as an eye"

Fourth, read the second paragraph together. Teachers and students discuss with each other.

1. Ask three students to explain these three meanings respectively.

2. Ask other students to correct it.

3. The teacher pointed out the "obstacle guide"; Explain "you, history, teacher, rice and Meng"

(Teachers' Proverbs: Teaching participation textbooks have different interpretations of "teachers")

On the different meanings of the word "relative" in ancient and modern times

5. Read the last paragraph and pay attention to the ambiguity of the word "flow".

Six, homework:

Finish exercise 1 and exercise 2 after class.

Second lesson

I. Analysis of the first paragraph

1. Please find the words describing Li Guowang and analyze his personality characteristics.

"Abuse, anger and killing" is cruel, cruel and fatuous.

2. What happened to the people of China because of what Li Wang did? Find the original sentence from the text.

Slander the king-see the way.

This shows what kind of situation the country is in.

Chaotic politics, sharp opposition between monarch and people.

4. "China people dare not speak. Are China people really silent and obedient? "

No, it is about to "erupt in silence", and the people are pregnant with resistance in silence. This is the silence under high pressure, the dead silence before the volcanic eruption.

Second, analyze the second paragraph.

1, "Wang Xi told Zhao Gong,' I can slander, but I dare not speak'", which shows another feature of Zhao Gong's personality?

Silly, a smug look of a fool saying stupid things.

2. How many meanings did you give to Zhao Gong's exhortation?

The first layer: Zhao Gong denied Li Wang's libel measures with a general statement.

The second layer: specifically discusses how to deal with people's "slander" (how to "publish")

The third layer: From both positive and negative aspects, "people's slander" is directly related to the truth of Qiang Bing, a rich country.

3. In this article, metaphors are used in two places. Please analyze the ontologies and vehicles of these two metaphors.

The first metaphor is that a country blocked by rivers will be flooded by disasters, and a country that stops people will be flooded by disasters. Metaphor "Sichuan" is "the mouth of the people"

The second metaphor is "there are mountains and rivers" and "Yuan Yi Bird's Nest" to describe "the declaration of the mouth". "Mountains and rivers" and "Yuan Yi's Bird's Nest" have produced "wealth" and "food and clothing" on which people depend, which shows the importance of "mountains and rivers" and "Yuan Yi's Bird's Nest". Then the people's mouths can tell the quality of the country's political affairs, carry out what the people think is good and prevent what the people think is bad. This is the key to enriching the country and having enough food and clothing, and it is the life and death of the country.

4. From what angles do these two metaphors illustrate the problem?

The first metaphor shows that people can't passively "defend" slander.

The second metaphor shows that the slander of "people" can not only be passively "stopped", but also actively "publicized".

The negative aspects of the former layer and the positive aspects of the latter layer. It seems that two metaphors are juxtaposed, but in fact the latter metaphor is the deepening of the former metaphor.

Third, what are the characteristics of the knowledge learned in the last paragraph of the article?

Question: What are the words "road" and "eyes" in "Road for Eyes"?

To the point, there are only three sentences. One says Li Wang, the other says China people, and the last sentence shows that the contradiction between Wang Li and China people finally broke out. How many things did the author omit and only told the readers the facts? This article is concise and difficult to read, but it is memorable.

The last paragraph is extremely refined, which sets off the repeated discussion in the second paragraph and forms a sharp contrast in brushwork.

1, which is logical and convincing.

2. The metaphor is vivid;

3. The details are appropriate.

blackboard-writing design

Zhao Gong admonishes Li Wang for libel.

Li Wang: Abuse, anger, killing and pleasure.

China people: Defamation-the way to look.

Zhao Gong:

It's better to prevent Sichuan than to prevent people's mouths.

How to "make a statement"

People's slanders must be heard with respect.

Don't listen to Liu Wang Yukui

Firstly, it is analyzed that "slander" is an ancient and modern synonym. Today means to make something out of nothing and slander others' reputation. It was true in ancient times and was publicly criticized. (Correspondingly, "slander" refers to behind-the-scenes whispers, and slander refers to "slander" now) ("slander" on the blackboard)

Secondly, it leads to thinking, what should a "wise monarch" do if he hears slanderers? What does Li Wang think of the libel in this article? (blackboard writing: Li Wang slanders, interspersed with analysis of Li Wang) "

Third, what did you do to Li's slander? Suggestion (Zhao Gong's suggestion on the blackboard)

Complete the topic through three questions and get familiar with the general content of the article.

Students ask questions

What is the composition of "eye", "eye" and "road"?

The meaning of "sacrificial songs ... relatives make up" is intermittent and incoherent. Besides, how to distinguish the different meanings of "relatives" in ancient times this year?

After the lectures at 13 and 14, we found that classical Chinese teaching misled students. Because of careful digging in class, grammar phenomena are too concerned, and terms appear frequently. As a result, students form the habit of word-for-word analysis, and there are many problems after class, not in understanding the meaning of the text, but in the entanglement of parts of speech, usage and terminology of words such as "er" and "zhi". Completely lost in the misunderstanding of the old teaching method, the teacher has been talking, and the students are beautiful. After listening to the terminology, I feel dizzy.

We should break through this cramming education, give priority to reading aloud, boldly let go of our hands and feet, and let students understand and ponder.