1. Know five new words, write seven new words, read the text correctly, fluently and emotionally, and recite the text.

2. Combine notes, contact the context, understand the meaning of the sentence, understand the content of the text, and initially feel the simplicity of classical Chinese.

3. Stick to the key words, understand Sima Guang's cleverness and wit, and be calm and calm when things go wrong.

Teaching emphasis: refer to notes, grasp key words and understand the meaning of sentences.

Difficulties in teaching: Understand Sima Guang's cleverness and wit, and be calm and calm when things go wrong.

Teaching hours: 1 hour.

Teaching aid preparation: multimedia courseware

Teaching process:

First, introduce new lessons.

1. In the tide of history, there is a spray that shines with dazzling light. He is Sima Guang (showing pictures). He is not only a great politician, but also a great writer. Look, he wrote such a thick book "Zi Tong Zhi Jian", which is the textbook of emperors in past dynasties. In the Song Dynasty's Biography of Sima Guang, the story of such a great man as a child was recorded, and we walked into the text together.

2. Show the topic.

Do you know his last name? What's this last name? We learned it in Song of Surnames in Grade One.

Speaking of Sima Guang, there is a well-known story-Sima Guang smashed a jar. Who will tell the story?

Do you know how the ancients described this story? (display text)? Read it yourself and see how the language of this text is different from other texts.

Default: short and difficult to understand?

Summary: In ancient China, the language people used to write articles was called "classical Chinese", and articles written in classical Chinese were called "classical Chinese". Second, study the text.

(1) Read accurately.

Transition: actually, classical Chinese is not difficult at all, but also very interesting. Teacher Lu has a secret for you. As we all know, it is self-evident to read the book a hundred times. Yes, the best way to read this story that is far away from us is to read it over and over again. Please read the text by yourself. If you don't know the words, you can look at the glossary. You can also let your deskmate and teacher watch it at least three times.

1. Read classical Chinese freely and read the text by name.

Default 1: Did you find anything wrong with your pronunciation just now? Urn: Post nasal sound.

Premise 2: You are very good. You can reach this level by reading ancient Chinese for the first time. There is a word in this text that is difficult to read. Did you find it? (Show Pinyin), is there a little teacher to show you: urn, bang.

2. What does the urn look like? How did you know?

Health: Remarks

Teacher: You are really good at studying. Using annotations is a way for us to learn classical Chinese. We have solved the pronunciation problem. I believe you can read the article accurately this time. Synchronous reading (2) Reading rhythm transition: The pronunciation you read just now is accurate and neat, but it is the same speed from beginning to end. Our ancient prose pays attention to "broken sentences". There are no punctuation marks in the original ancient prose. In order to facilitate everyone's study, punctuation marks are added, and of course there is a pause. But in some long sentences, according to its meaning, it is necessary to drag a long sound where there is no punctuation. Read it this way, you can understand it better and others can understand it easily. Please take out your pens and listen to the teacher read it again. Note that there are no punctuation marks where I read, but I use a long sound. You draw a diagonal line there (blackboard writing "/"). In order to make it easier for everyone to listen and draw, I read slowly and play a long sound, understand?

1) Normal school?

2) Practice reading: Try to read the text by yourself according to this pause method. (board: reading rhythm)

3) Read by name

(3) Understanding the text

1. The article has been read smoothly, do you understand it?

Didn't the teacher find Sima Guang when reading the text just now?

Student: Sima Guang alone. Teacher: How do you know? Student: Annotator: It seems that you have learned this method.

Summary: Classical Chinese often omits surnames, leaving only single names, which is also a feature of classical Chinese. Is Sima Guang the only one in this story? Who else? Circle in the text.

Circle painting in courseware: group? A little? Public? Light? children

2) What are these children doing? What does "play" mean? Health theory

Teacher: Playing in the yard means "playing in court". How about playing in the Woods? (Playing in the forest) Playing in the park? (Playing in the garden) Guide imagination: What game can you play? How was your game?

Teacher: A group of children are frolicking in the yard. How happy they are!

Watch it together: the child's play in court: just as everyone was fascinated, suddenly, an unexpected incident happened. What happened?

Roll call answer: A child fell into the urn.

Teacher: Why did he fall in? ? Climb (step by step with a ladder? How did he fall in? ? When your foot slips, you fall in, and then you climb out! It was flooded. The word is submerged, so read "mo"

Teacher: It all happened so fast, in the blink of an eye! So, you might as well read this sentence quickly and urgently. Read together

6. Teacher: What would you do if you met such an urgent and dangerous situation at the scene? Imagination. Some ... some ... some. ......

7. Teacher: Did everyone run away?

Health: No, Sima Guang broke the urn.

Teacher: What did the text say? -light stone urn to break it? Teacher: Is the hole big? How did you know?

Default 1: water inrush (context)

Premise 2: with the help of illustrations (you are such an observant child)

Premise 3: In fact, there is the simplest way, that is, look at the illustrations in the textbook.

Conclusion: Illustration is also an important way for us to learn classical Chinese (paste).

Teacher: Such a big urn has made such a big hole. How did he break it? -Strong and fast (comment: the situation is urgent and decisive)

Teacher: Then how should you pronounce this sentence? ? name names

8. Water gushed out and everyone had a happy ending. Everyone present breathed a sigh of relief: son-alive-

9. What impression did Sima Guang leave on you after reading these? Be smart, witty, calm and calm (writing on the blackboard to the camera), return to the full text and read the text again.

1. Read by name

(Evaluation: Even you can recite it. Classical Chinese seems to beat everyone. )

2. Cooperative reading between teachers and students: The teacher played a little game with everyone, and everyone crossed thousands of years ago. The teacher tells a story and everyone tells the corresponding original text.

3. Comparative article: The same story, the classical Chinese only used 30 words to concretize the story content. It seems that the language of the ancients is very refined.

(5) replace the text with the text.

1. In this lesson, we learned three ways to understand classical Chinese, and also learned the characteristics of classical Chinese. It was really rewarding to meet a brave, calm and calm Sima Guang. There are many interesting classical Chinese texts like this. Today, the teacher brought you an article entitled "Let Pears in Kong Rong".

Try to tell the story in the way learned in this lesson.

Third, blackboard design.

24. Sima Guang

See the rhythm? Public? Give up cleverness

Take notes? Light? Hit the urn with a stone? resourceful

Do you have illustrations? stable

. . . . . . . . . . . . . . . . . . .

Luo's teaching record

First, read through the text and feel the classical Chinese.

Teacher: Please read Sima Guang according to your own rhythm and feelings. Because this is classical Chinese, I suggest you read it slowly, but read it clearly and loudly. Let me listen to this book and read it at least three times. Look at yourself.

Read raw.

Teacher: Who would like to read Sima Guang to you?

Read raw.

Teacher: Good at reading. Clear pronunciation and mellow voice. Who will read it again?

Read raw.

Teacher: Yes, several difficult words are pronounced accurately.

Read raw.

Teacher: Great. Read it clearly. Let's read together.

Read it together.

Teacher: Good. Read classical Chinese first, read clearly and roundly, and the words are loud and clear. That's good.

? Second, read the text and understand the meaning.

Teacher: You can never read too little. Come on, let's take it one sentence at a time. The children are playing in the court. What do you mean?

Health: I think it's a group of children playing in the yard.

Teacher: Do you agree? How do you know that "playing" means playing?

Health: Because of playing.

Teacher: How did she read this "script"?

Health: Take a word.

Teacher: Good. In the study and reading of classical Chinese, you can bring this word into a word when you don't understand it. Make a word and you will understand. Play is frolicking. Playing in court is playing in the yard. The court is a courtyard, which is clearly stated in the text. What does it say?

Health: In Note 2, it refers to the courtyard.

Teacher: So, what is often under ancient poems?

Health: Remarks.

Teacher: If you have notes, you should learn to use them. It's good. Only this sentence, we learned two ways to read classical Chinese. (Write on the blackboard: combine words and take notes) Who's next?

Health: It means that a child accidentally fell into China. An urn is a porcelain with a small mouth and a big belly.

Teacher: Where did you know that? (Remarks)

Teacher: Directly, which pottery is what? Urn. Let me ask you something. Where did you accidentally enter the urn? Really? (No) Why did she accidentally add it?

Health: Because she thought the child had accidentally fallen in.

Teacher: Do we feel it ourselves? But he hasn't accidentally fallen in. What do you say?

Health: I fell and didn't get into the water. Which means he accidentally fell into the water.

Teacher: It's dangerous. Which word means danger?

Health: Autumn.

Health: No, it doesn't mean that the water has flooded his head.

Teacher: Once you climb the urn, you will fall into the water. We have to explain together. Connect them. Who can say?

Health: A child climbed onto the urn and accidentally fell into the water. The water did not overflow his head.

Teacher: Is there anything accidental in the text? No. Why should we add it?

Health: This is how we feel.

Teacher: Learning classical Chinese can't just rely on annotations, but should be understood according to your own feelings and your own life and experience. (writing on the blackboard: connecting with life experience) Everyone abandoned it. Who would say?

Health: The children are gone.

Teacher: Which word is all children?

Health: Everyone.

Health: Both.

Teacher: Where did you know that?

Health: Remarks.

Teacher: It's clearly written in the notes. They all represent everything. Still have to use comments. Children are abandoned, who knows abandoned?

Health: Run away.

Teacher: Which is escape? (Discard. ) is not accurate.

Health: abandon the representative and flee.

Health: To go is to go away.

Teacher: I still ran away. To run away in fear is to give up. What about "walking"? Imagine that your companion, a child fell into the water, and you patted your ass and left in a hurry. Run, let him go.

Health: I think going is going home. Go home and tell the adults.

Teacher: So, abandoning is abandoning. Go is go. What kind of children do you belong to? Oh, I was anxious and scared when I saw someone fall into the water, so I ran away. There is another kind of child, why go? Tell the adults to go. A bunch of kids ran away, and some-

Health: Some told adults to leave, while others ran away for fear.

Teacher: Yes, it's called abandoning everyone. Who else has it at this time? Hit the urn with a stone and break it.

Health: Sima Guang smashed a hole in the urn with a stone, and water flowed out.

Teacher: Sima Guang hit the jar with a stone. Which one is the jar?

Health: Break it.

Teacher: Hit the urn with a stone and break it. There are two urns in it. One urn has clearly told you, and the other urn is made up and easy to put down. Which word is it?

Health: One.

Teacher: The urn in front is tangible, but what is actually broken in the back? It's also an urn. But this urn is made up. So there are many "Zhi" in China's classical Chinese. Well, the water came out and the child was saved.

Teacher: So, we can read classical Chinese in several ways: one can use word formation, the other can use notes, and the other can relate to our own lives. According to our understanding, it is better to read Sima Guang.

Third, read the text and accumulate a sense of language.

Teacher: There are many things about people in the text, including the first sentence. Which one is it?

Health: group.

Teacher: Keep reading and circle the author's words as you read.

Health: one child, many children, light, children.

Teacher: So in ancient China, surnames can be used as appellations and first names can also be used as appellations. Just call him light. Find out the author's words one by one and read them sentence by sentence.

Read raw.

Teacher: Which two words refer to the same person?

Health: son, son.

Teacher: There are two words left. Group and crowd have the same meaning, and they all describe-

Health: They all describe a large group of children.

Teacher: Which of these two words describes more people?

Health: There are many children. A child fell into the urn.

Teacher: You found something, but it's not accurate enough.

Health: There are many people in the group. Sima Guang stayed there, but Sima Guang was not in the crowd.

Teacher: The group includes Sima Guang and the children. The crowd does not include them. Also a child, you find a clear contrast. Some abandoned and some went, but only one person neither abandoned nor went. Who is he? (light. ) So what kind of person do you think Sima Guang is?

Health: Helpful. Wisdom and courage. Calm down. Smart. Both wisdom and courage.

Teacher: Everyone gave up, but what did he do?

Health: Just hit the urn with a stone and break it.

Teacher: Then can you say something like this about Sima Guang?

Health: Sima Guang is really a man with both wisdom and courage, just because he broke it with a stone.

Teacher: Well, I can talk. That's great.

I want to ask, is his wit, courage and composure just because he stayed and smashed cans? Think about it. What do other children want adults to do when they are in a hurry to find adults?

Health: Save the child.

Teacher: How?

Health: Get him out.

Teacher: This is everyone's idea. Pull him out of the water. But Sima Guang doesn't think so. He didn't want to fish him out, but thought of another way-

Health: Let the water leave him. He wants to break the urn and let the water flow out.

Health: Let the water leave the child.

Teacher: So you see that Sima Guang is not only witty and brave, but also calm, but his thoughts-

Health: Different.

Teacher: So Sima Guang is really-

Health: Sima Guang is really a person with unique ideas.

Teacher: This is the Sima Guang we know. Although the article is short, we not only read his courage and wit from this story, but also find that his way of thinking is different. Read Sima Guang with this idea.

Fourth, be familiar with the text and accumulate a sense of language.

Teacher: The story of Sima Guang has been circulating for a long time. Some are seen in cartoons, some are heard by grandma, and some are seen in history books. The teacher found such a way: show the pictures and read them together.

Teacher: Look at these three pictures and read what they mean. Now please recall these three illustrations, look down one by one and write them down. (The teacher reads the text) Now can you read the text with the teacher and write this Sima Guang down?

Look at the illustrations and recite them.

? Postscript of lecture

First, it is suggested that young teachers use block-type lesson preparation to clarify the hierarchy and logical relationship between blocks. Distinguish the key points, plan the time, preset the teacher's evaluation after the preset is generated, and standardize the teacher's classroom language.

Second, classical Chinese teaching methods

Both teachers attach great importance to the methods of classical Chinese, but the methods they summed up are different. Among them, the method used by the first teacher is no different from that used by students to learn ancient poetry, and they all rely on illustrations and notes, so the methods mastered by students are not developed in this text.

Similarly, Mr. Luo added the method of combining words, and also added the content produced by combining with real life and thinking carefully. "Inadvertently" is actually a way to tell stories to students-that is, to fill in some classical Chinese content, but also to complete the after-class questions-storytelling skills.

Third, the phenomenon of classical Chinese teaching

To teach Sima Guang, we must teach "people", which is called the implementation of the phenomenon of polysemy in classical Chinese, and we must also teach the differences between these "people", which is the implementation of humanities.

How many people are there in this small classical Chinese? One is Sima Guang, the other is a child who is not in the urn, and the other is a group of children who ran away (children run away, but they can be divided into two categories, one is afraid to go to other places to play, and the other is to run to find an adult). We should not simply think that Sima Guang knows how to save people because the children have run away. Among them, groups and people are the difficulties. Only by understanding the difference between these two words can we really understand this kind of classical Chinese.

Fourth, the teaching thinking process

What we should learn from Sima Guang's lesson is not the brilliance of his humanity, but his way of thinking. Sima Guang's wisdom is embodied in

Other children's way of saving lives is inertial thinking-making people leave water, while Sima Guang's way of thinking-making water leave people, which we try to guide.

Fifth, teach reciting methods.

Recitation should be carried out in class, which is how Teacher Luo handled it.

1. Enhance familiarity with reading with stamps (illustrated with pictures and texts);

2. With the help of illustrations, consolidate reciting (cultivate a sense of classical Chinese, only you are familiar with reciting).