High School Chinese Compulsory Course One "Zhu Zhiwu Retreats the Qin Master" Lesson Plan (2)

Explanation of the second paragraph: Zhu Zhiwu appears? Twists and turns

If Zhu Zhiwu is allowed to see Qin Jun, the army will retreat.

Ci said? The minister is as strong as a human being.

Xu Zhi.

There are three reasons why Zhu Zhiwu appears:

1. To display his talents while he is still alive.

2. Uncle Zheng’s sincere attitude. As a minister, you should serve the country.

3. My consideration of settling down in Zheng Guo in the future.

(1) Boys read this paragraph together.

(2) Girls’ solitaire analysis of this paragraph. (Teacher’s instructions)

① Yi Zhihu said to the teacher that he must retreat. ?

A. The image depicts the image of Zhu Zhiwu. Before seeing the person, he first heard his name (sound) (that is, his talent).

B. Here we can also get a glimpse of Yi Zhihu’s side of knowing people and being kind to others.

C. You can also get a glimpse of Zheng Bo’s side of accepting advice.

② Ci said: "The minister is so strong." ?

Further portray the image of Zhu Zhiwu as a minister who is full of talents but has not been reused, and the character image is more vivid.

③The public said: Xu Zhi.

A. Zheng Bo first blamed himself, which reflected the demeanor of a wise king, and then moved Zhu Zhiwu with a thorough analysis of national interests, situation and personal interests. He can be said to be good at ideological work.

B. Zhu Zhiwu finally agreed and decided to put the national interests first and go to see Uncle Qin alone, which reflected his profound understanding of righteousness.

(3) When students ask questions, teachers give guidance and guide students to solve problems.

(4) Students discuss and summarize the knowledge points of this paragraph:

?Ji?: Tong?矣?, the modal particle at the end of the sentence;

佚之狐言 Yu Zheng Bo said: The preposition structure is a postposition sentence. The normal sentence pattern after restoration should be? ;

(5) The teacher guides the students to recite this paragraph impromptu.

The third lesson

Teaching points:

1. Understand the text while reading. (Last 2 paragraphs)

2. Understand and learn the writing skills of proper detailing, ups and downs, and good use of foreshadowing and echo.

3. Experience Zhu Zhiwu’s lobbying skills.

4. Understand and master the meaning and usage of common content words and function words in classical Chinese.

5. Character image analysis.

1. Text Appreciation

Paragraph 3

Explanation of the third paragraph: Wisdom retreats from the Qin Master (talking about retreating from the Qin Master) (key explanation)

Key points of explanation:

1. The reason for the night hanging out? The methods of offense, defense and defense

2. The art of rhetoric:

A. Characters Analysis: The king of Qin was only interested in profit, and he called the two different names. He captured Qin Bo's character and used eight words "jun" in a row, while Jin was only called "jin" and "neighbor".

B. The historical relationship between the two countries

C. The position of the army

Talking about the process of Qin

① Know the truth frankly and avoid it Vigor

　②Destroying Zheng is not beneficial to Qin

　③Preserving Zheng is not harmful to Qin

　④Destroying Zheng is harmful to Qin

　①②③layer The layers are in-depth and the argument is rigorous; Qin, Jin, and Zheng are all involved

(1) A life-long model reading of this paragraph.

(2) Students use the notes to comb this paragraph carefully. (Because this paragraph focuses on portraying the image of Zhu and showing his superb lobbying skills, let students savor it carefully)

(3) Students analyze this paragraph in succession. (Teacher’s instructions)

①? Ye? Uncle Qin?: It means that the situation is critical, and Zhu is not afraid of danger.

②Zhu said that Uncle Qin used a superb mind-attacking technique: (projection)

The first step is to suppress when you want to advance, and use retreat to advance. (Speak frankly about knowing death, and avoid its arrogance: Zheng already knows death.)

The second step is to clarify the interests and harms and shake the king of Qin. (The death of Zheng is only beneficial to Jin: the neighbor is strong and the king is weak.)

The third step is to think about Qin and lure each other with benefits. (Abandoning Zheng will be beneficial to Qin: the king will do no harm.)

The fourth step is to use history as an example to provoke Qin and Jin. (You know it.)

The fifth step is to speculate on the future and advise Qin to be cautious. (Only for the king.)

③ Qin? Naihuan: Qin weighed the interests and decided to retreat, but sent people to stay behind to guard the fortress, which reflected its cunning side.

(4) When students ask questions, teachers give guidance and guide students to solve problems.

(5) Students discuss and summarize at the same table, and the teacher guides students to summarize the knowledge points of this paragraph:

Parts of speech inflection:

Death: the use of verbs; Li: the causative use of adjectives;

Que: the causative use of adjectives; Ji: the voluntary use of nouns;

Feng: the causative use of nouns; thick: the flexible use of adjectives as a verb;

Bo: an adjective is used as a verb; Wukong: an adjective is used as a verb;

Dong: a noun is used as an adverbial.

Tongjiazi:

Peng: Tongjiazi, Tong? double?; ***: Tongjiazi, Tong?gong?;

Yan: Tongjiazi , Tong?鍍?; said: Tongjiazi, Tong?yue?;

Que: Tongjiazi, Tongqi? or ?dig?.

Different meanings between ancient and modern times:

The ancient meaning: to regard?

The ancient meaning of luggage is: a person on a mission; today’s meaning is: a package taken when traveling.

The ancient meaning of host is: the host on the eastern road; today’s meaning is: the host who entertains guests.

The ancient meaning of Lukui: something lacking; today’s meaning: poor spirit.

Special sentence patterns:

He Yanzhiyou: object preposition sentence, after restoration it should be: He Yanzhiyou.

If Zheng is destroyed, it will be beneficial to you: The preposition structure is postpositioned, and after restoration, it should be: If Zheng is destroyed, it will be beneficial to you.

(6) The teacher guides the students to recite this paragraph impromptu based on Zhu’s lobbying steps.

Paragraph 4

(1) Girls read this paragraph together.

(2) Boys’ Solitaire analysis of this paragraph. (Instructor's advice)

Duke Wen of Jin retreated the army on the grounds of "unkindness" and "not knowing" "not using force". It seemed high-sounding, but in fact, "unkindness" was just an excuse. If he really meant "benevolence and righteousness", he would not have done so in the first place. Send troops to attack Zheng. "Ignorance" is the essence, "knowledge" is reason, an objective analysis of the actual situation, and a calm judgment on the consequences of using force. "Not using force" is because the outcome of victory and defeat is unpredictable. Therefore, in the final analysis, Jin's retreat was due to "profit".

(3) Students discuss and summarize the knowledge points of this paragraph:

We: Conjugate adjectives into verbs; Zhi: Tongqiazi, Tongzhi.

Madam: synonymous with ancient and modern times, the ancient meaning is: that person; the current meaning is: the spouse of an adult man.

Go: ancient and modern synonyms, the ancient meaning is: to leave; the current meaning is: to arrive, to go.

It is unkind to destroy something due to human strength: judgmental sentence.

(4) The teacher guides the students to recite this paragraph impromptu.

2. Character image analysis

After the students discuss in groups, they will speak, and the teacher will guide the students to summarize.

1. Zhu Zhiwu: (1) A patriot with a profound understanding of justice.

(2) A warrior who overcomes difficulties and never looks back.

(3) A eloquent and eloquent debater.

2. Zheng Bo: (1) Good at accepting advice.

(2) Have the courage to blame yourself.

(3) Good at eloquence.

3. Uncle Qin: Greedy, selfish, untrustworthy, unjust for profit.

4. Jin Wengong: greedy, but rational, able to endure, adapt to changes, assess the situation, and have great talents and broad strategies.

5. Yi Zhihu: Bole who has a keen eye and recognizes talents.

3. The writing characteristics of this article

The teacher guides the students to discuss and summarize.

(1) Foreshadowing and echo.

(2) Calm and calm.

(3) The details are appropriate.

IV. After the group discussion, the students discussed the inspiration after studying this lesson.

1. The inspiration this article gives us.

2. Let’s talk based on the current international and domestic situation.

Teaching Reflection

A great man once said: A nation that does not take good care of its own national cultural heritage is a nation without a future. History books are an important carrier of a nation’s traditional culture, so reading history books is to understand and inherit the culture of our nation. The "Chinese Teaching Syllabus for Full-time Ordinary Senior High Schools" also clearly mentions "comprehensively improving students' Chinese literacy", "carrying forward the excellent Chinese culture", and "absorbing the culture of human progress". It also clearly requires that high school Chinese teaching should enable students to have the preliminary ability to read simple classical Chinese. The teaching content and requirements also clearly stipulate that students should recite classical poetry and simple classical Chinese and recite a certain number of famous works. Master the common classical Chinese content words, classical Chinese function words and classical Chinese sentence patterns in the text, be able to understand the meaning of words and sentences, read the text, and learn to use modern concepts to examine the content and ideological tendency of the work? Therefore, it is very necessary to cultivate students' interest in learning classical Chinese.

The classical Chinese teaching in junior high schools mainly focuses on reading and memorizing, and this is the first classical Chinese article in high school, so more emphasis is placed on cultivating students’ classical Chinese reading habits and guiding students to use modern concepts to examine the works. content and ideological tendencies, so as to achieve the purpose of applying what has been learned. This lesson plan restores students' dominant position in the design process, in order to allow students to have zero-distance contact and communication with the text, so that students can understand the starting point of learning classical Chinese. I further achieved something in my studies, and the teacher forced me to study because I wanted to study, and because I wanted to study.

During the teaching process of this text, the roles of students and teachers were restored and transformed. Therefore, under the guidance of the teacher, students actively participated in the learning process of classical Chinese. Students generally felt that they were enthusiastic and relaxed. I gained a lot from the discussion atmosphere, and for the first time I felt that ancient prose could help me learn a lot of knowledge and principles.

After these few classes, the author feels that the enthusiasm of the students has been fully mobilized, allowing students to find the fun of learning classical Chinese, and also allowing students to basically understand the methods and rules of learning classical Chinese. It can be said that it is expected The purpose is basically achieved. However, during the teaching process, I found that there are still some areas that need improvement. First of all, students do not know the focus of learning classical Chinese. Therefore, when students first started to appreciate, they almost summarized the story at first, and then they basically understood it after some guidance; secondly, Students have vague concepts about the knowledge points of classical Chinese, so they seem a little overwhelmed when they start to summarize the knowledge points; thirdly, when talking about inspiration, students are also a little confused at the beginning, and some don't know where to start, but they understand it after guidance. All these show that when facing new students, we must understand the students' situation and effectively prepare the "Outline", prepare teaching materials, and prepare students during lesson preparation.