Teaching objectives:
1. Let students understand the content and moral of each fable, and get education or inspiration from it.
2. Let students know the ingenious conception and reasonable imagination of fables.
Teaching emphasis: understand the content and meaning of each fable.
Teaching difficulty: understanding the content and meaning of each fable.
Class arrangement: 2 class hours.
Teaching process:
Lesson 1 Hermes and the Sculptor
First cycle
Introduction: China culture has a long history and is all-encompassing. It exists in a splendid literary treasure house and has a humorous style-fable, which uses false stories to convey meaningful truth and inspire people. In this lesson, let's learn the first two.
Show learning objectives:
1. Understand the content and meaning of each fable, and you can get education or inspiration from it.
2. Understand the clever conception and reasonable imagination of fables.
Self-study questions
2. Read the text quietly and understand the fable. Look up new words in the dictionary in time.
3. Read the text silently and complete the following tasks (projection or blackboard display):
(1) Why did Hermes come to Earth?
(2) what is the meaning of Hermes's "smile"?
③ What is the expressive effect of the sculptor's answer?
What is the moral of this fable?
4. Guide students to reflect: Do you have any questions besides the above study contents? Please write it in the textbook in concise language.
Cooperate to solve doubts
1. Prompt students: Ask group partners humbly and ask them to help solve the remaining problems and other problems above.
2. Prompt students to exchange their understanding of the above questions in the group, revise and improve the answers, and prepare to show them.
Display evaluation
1. According to the pre-division of labor, remind students that each group number shows the learning achievements of the group, and the rest of the students carefully observe the display of each group.
2. Instruct students to evaluate the demonstration results of each group. Finally, the teacher graded and reminded the students to change their answers while listening.
Reference answer: ① Because Hermes wants to know how respected she is in the world; (2) A simple "smile" vividly describes Hermes' subtle inner world: laughing at the low price of Zeus statue, laughing at Zeus' inferiority to Hera, and thinking that a businessman would raise his social status very high, which is a concrete manifestation of his vanity; (3) The sculptor's answer, like a cloud shining on the moon, causes a sharp turn in meaning and gives people a huge contrast, the moral of which is the clever use of contrast techniques; 4 satirize and criticize those vain and pretentious people. )
Mosquitoes and lions
Second cycle
Self-study questions
1. Read the text carefully and understand the fable. Look up new words in the dictionary in time.
2. Read the text silently and complete the following tasks (projection or blackboard display):
Why can mosquitoes beat lions?
② Why do mosquitoes lose to spiders?
What is the moral of this fable?
(4) What are the structural features of these two fables?
3. Guide students to reflect: Do you have any questions besides the above study contents? Please write it in the textbook in concise language.
Cooperate to solve doubts
1. Prompt students: Ask group partners humbly and ask them to help solve the remaining problems and other problems above.
2. Prompt students to exchange their understanding of the above questions in the group, revise and improve the answers, and prepare to show them.
Display evaluation
1. According to the pre-division of labor, remind students that each group number shows the learning achievements of the group, and the rest of the students carefully observe the display of each group.
2. Instruct students to evaluate the demonstration results of each group. Finally, the teacher graded and reminded the students to change their answers while listening.
(Reference answer: ① foster strengths and avoid weaknesses; 2 complacency; 3 satirize those who are carried away by their achievements, because they ignore their own shortcomings and are bound to be defeated by villains; The first paragraph tells the story and the second paragraph points out the meaning. )
Hermes and the Statue Maker Lesson Two
First, import:
The contents of the fable Wolf and Crane are displayed on the screen:
Question: What are the characteristics of this story? Tell me.
Second, guide the prophet.
On page 175 of the textbook, I read:
1. What is a fable?
2. What are the characteristics of fables?
3. Matters needing attention in reading fables
Third, regain consciousness:
1. Please read the fable freely.
2. Find out the core backbone of this story (that is, "words"). Who is it? Do what?
Story: Hermes-Ask yourself the price of the statue.
Moral (meaning): satirize people who love vanity and are not valued.
3. What has the author enriched about the core trunk of this story?
(1) Why did Hermes ask himself the price of the statue? I wonder how respected he is in the world.
(2) How does he ask the price? -become mortal-ask Zeus first-ask Hera again-and finally ask yourself.
(3) What is the result of his asking price? -add head, free.
Fourth, the feeling of reading.
1. There are many details in the whole story, please try to find out.
(1) the thought of Hermes;
(2) The problem of Hermes;
(3) the "laughter" of Hermes;
(4) The sculptor's answer.
(A) Analysis of Hermes' Thought;
Analysis of "Image" (Comparative Reading)
I wonder how respected he is in the world.
Gavin: I wonder if he is respected in the world.
I think ... people will respect him more.
Gavin: I thought ... people might respect him more.
The analysis highlights Hermes' self-esteem, conceit and blind arrogance.
Analysis of "Thinking" (Reading Imagination)
In addition to these two obvious "thoughts", there should be many invisible "thoughts" in the text. Please select the appropriate location to supplement.
Tip: Ask questions before choosing the statue of Zeus.
After learning the price of Zeus statue
After learning the price of Hera statue
After learning that his statue was given away for free
In short: expanding the hero's blind arrogance and self-esteem will increase the ironic effect.
Taste "Ask" and "Laugh" (Comparative Reading)
A "problem"
I became a mortal and came to a sculptor's shop. He saw the statue of Zeus and asked
Gavin: I came to a sculptor's shop. He saw the statue of Cupid and asked.
Two "problems"
Hermes asked with a smile,,,
Exchange of papers: Hermes asked again
Three "problems"
How much is this worth?
Gavin: How much is it worth?
The original text highlights Hermes' vanity and conceit, blind self-confidence and strong self-esteem.
V. Significance of thinking
What is the moral of this article? What other inspirations do you have?
Inductive implication: method guidance
Tip: Fables can grasp the characteristics of characters to organize meaning.
Form: telling people …/satirizing … people/etc.
Which character can this fable sum up?
A person who satirizes neglected vanity.
Tell us to be modest, self-aware and not arrogant.
……
Sixth, apply what you have learned.
Please write a fable according to what you have learned.
Hero: inner tube and outer tire
Moral: People should learn to cooperate.
It is required that (1) fables should be consistent with their meanings.
(2) Highlight the ironic effect through details and words.
(3) Have the power to warn and persuade people.
Hermes and the Statue Maker Lesson 3
Teaching objectives
Knowledge and skills to understand fables; Appreciate the meaning contained in the fable;
Process method refines meaning from multiple angles and cultivates students' divergent thinking;
Emotions, attitudes and values are all associated and imagined. Continue to fable and understand the philosophy of life.
Teaching focus
1. Grasp the plot of the fable and realize the implication of the fable.
2. Refine the meaning from multiple angles and cultivate students' divergent thinking.
Teaching difficulties
1. Refine morality from multiple angles and cultivate students' divergent thinking.
2. Expand association and imagination, continue to write fables and understand the philosophy of life.
First, import
Today we are going to learn a fable. Students are no strangers to fables. Can you cite some fables that you have heard or read? (Most of China's fables are condensed into four-word idioms: students are familiar with them, such as pulling out the seedlings to encourage them, carving a boat for a sword, waiting for a rabbit, etc. There are also foreign fables, such as wolves and lambs, turtles and rabbits, farmers and snakes. )
Second, the introduction of characters
Before we formally enter the text study, let's learn about several great figures in Greek mythology. Why do you say they are big shots? Let's hear their names One is Zeus and the other is Hera. Does anyone know him? Introduce the status and responsibilities of Zeus, Hera and Hermes.
Zeus: the gods, the supreme god.
Hera: The wife of Zeus, in charge of marriage, and the patron saint of fertility and marriage. She represents the virtue and dignity of women.
Hermes: As the messenger and interpreter of Zeus and Olympus, he is also the god of animal husbandry, commerce, transportation and tourism, theft, cunning and lying, and also the god worshipped by thieves.
Third, read the text initially and perceive it as a whole.
1, students are free to read the text and read the text correctly and thoroughly.
2. Students demonstrate reading, and other students listen carefully, and evaluate the pronunciation, reading rhythm and tone expression of words.
3. Read the text together and retell the fable after reading it.
4. Summarize the meaning. (Last sentence of the text)
Listen carefully to the teacher's language, open the textbook and get ready to enter this class.
Fourth, grasp the connection and have a deep understanding.
1. Find out the sentences that show Hermes' vanity in the text and act them out.
(Want to know-ask-ask with a smile-think-ask; Why ask Zeus first?
With Hera? Do you see it? Or did you find it on purpose? What if there is no statue of Hermes? Smile and ask, what are you thinking behind the smile? )
2. Refine the meaning from multiple angles.
To sum up, "Aesop's fables are based on vivid stories, and at the end of the fables, a concise sentence is often used to name the meaning." Then Mr. Baishan was quoted as saying, "But the' lessons' behind some fables now seem far-fetched. When we read, we might as well just start with fables and not use these' lessons' to understand stories. " Inspire students to sum up the truth from stories from different angles. For example:
(1) People should have self-knowledge and know themselves clearly.
(2) Be conscientious in the post.
A person's value is not determined by his position, but by his contribution to society.
(4) People who are not valued are not worthless.
……
Fifth, use your imagination and continue to write stories.
Meaning comes from stories. If the story ends differently, will the meaning of the fable change? Thinking: Hermes heard that his statue can only be regarded as "Rao Tou". What did he think after giving it away for nothing? What would he say? What would you do? Please use your imagination to write an ending for this fable and think about whether the meaning has changed.
Extension/operation of intransitive verbs
Read the woodcutter and Hermes in Aesop's Fables and extract the moral of this story from many angles.
Please scan the article quickly, according to the beginning, development, climax and ending of the plot, develop imagination with concise sentences, continue to write stories, strengthen the "two basics" training, and ask students to repeat the text.