The first unit of eighth grade Chinese was taught in August 2004.

First, the unit content

All the selections in this unit revolve around the theme of "Long March Songs". The Long March is an earth-shattering feat in the history of China's revolution, which has left us precious spiritual wealth. How many literati expressed their feelings and praises for the Long March in different ways.

Mao Zedong's Long March of Seven Laws is an immortal masterpiece in the history of poetry creation. 56 words, full of hardships and dangers on the Long March, full of all kinds of lofty aspirations of China * * * production party. It is a magnificent epic of China's revolution and a bright pearl in China's poetry treasure house. This is a milestone in the history of revolution and poetry.

Song of the Long March depicts the glorious image of the people's army with 10 different battle and life scenes.

Lu's "Laoshan Boundary" describes the scene of the Red Army crossing the "Laoshan Boundary", the first dangerous mountain in the Long March, with exquisite and vivid brushwork.

Glass created the glorious image of Zhou Enlai from the perspective of an ordinary soldier.

The Long March, in the form of literary scripts, reflects the experience of the older generation of proletarian revolutionaries on the way to the Long March and shows their revolutionary optimism.

Second, the teaching objectives

1. Understand the glorious achievements and great significance of the Red Army's Long March, and inherit and carry forward the spirit of the Long March.

2. Understand the general methods of expressing the same theme in works of different styles, and feel the tall image and rich inner world of the Red Army commanders and soldiers.

3. Memorize and taste the expressive sentences in the works.

4, learn to sort out the ins and outs of a thing, write clearly the cause, process and result of the thing.

Learn to be a program host, be confident, eloquent, well connected and have a sense of service.

Three. Teaching schedule (*** 14 hours)

Unit whole learning (1 class hour)

Text "Seven Laws Long March" (1 class)

Text "Long March Songs" II (1 class)

Text "Laoshan Border" (2 class hours)

Text grass (2 class hours)

Text excerpts from the Long March (2 class hours)

Reading Appreciation (1 class)

Writing (3 class hours)

Oral communication (1 class)

Third, teaching design.

The first class unit whole study (elementary class)

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Steps Teacher Activities Student Activities Remarks

1 import

Think about it. Do you know the story of the Long March of the Red Army? Can you introduce it to us? think

tell about

.

2 Read the unit text quickly and complete two tasks:

(1) From what angle do the five texts in this unit tell about the Long March?

(2) Can you write at least one unit teaching goal for everyone? .

think

discuss

writing

The purpose is to get a preliminary understanding of the text and stimulate interest.

3. Clear unit learning tasks:

Please make clear the main learning tasks of this unit according to the unit tips, text exercises and your own experience.

Students think independently first, and then discuss collectively, so as to be basically the same. See unit teaching objectives.

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Self-examination/introspection

The second class is the Seven Laws Long March.

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Steps Teacher Activities Student Activities Remarks

1 import

What do you know about the Long March?

The teacher added something about the Long March. Today, we will learn the seven methods of the Long March written by Mao Zedong.

Exchange existing information, such as which provinces the Long March passed through and how many miles it traveled.

Through the teacher's supplementary explanation, we will further strengthen our understanding of the Long March.

2 Read the text aloud

(1) The teacher reads the whole poem in a standard way and pronounces it in orthography.

(2) Students can read freely and experience poetry.

(3) Teachers guide reciting and introduce four-character learning.

Law-Translation, Reading, Understanding and Recitation

Translation: refers to dredging the theme of poetry; Reading: Read repeatedly and try to figure out the taste; Enlightenment: understanding the connotation of poetry; Recitation: on the basis of understanding, the author's emotions are reproduced by reading aloud.

Listen to lectures;

Read aloud;

Master the method.

3 Study the text

1. What is the focus of this poem? What spirit does this poem show of the Red Army? .

2. "The Red Army is not afraid of expedition." What is the "difficulty" of exploration? How many "difficult pictures" did the author describe in this poem?

3. What is the structural relationship among the first couplet, the parallel couplet and the neck couplet? What is the structural relationship between the first link and the last link?

4. The Red Army/KLOC-0 captured Zunyi in June, 1935,/KLOC-0 robbed Luding Bridge in May, 1935, and crossed the Dadu River skillfully.1June, 1935 crossed the first snow-capped mountain: Jin Jia Mountain. Zhuan Xu Order and Kwawumeng were written in chronological order. Why don't the upper and lower sentences of the neckline be written in chronological order? What artistic techniques are used in parallel couplets and necklaces?

.5。 On August 2 1935 and 2 1, the right-wing army headed by Zhang set out on the grassland, while the left-wing army headed by Zhang went south and set up a new central committee. It is a historical fact that the Second Army led by He Long did not start the Long March, but why did the author say it was "after the three armies" in his poem?

("not afraid"-revolutionary heroism; "More joy"-revolutionary optimism. )

Leaping over Wuling, striding across Wumeng, crossing Jinsha River skillfully, flying over Luding Bridge and stepping over Minshan Snow Field. )

(The relationship between the total score and the total score is linked to the "front mountain" and the "ten thousand waters" (the total income is the unity of revolutionary heroism and revolutionary optimism)

Transfer. : exaggeration. Necklace: documentary.

The use of the term "three services" fully expresses Mao Zedong's concern for the Second and Fourth Army of the Red Army.

The ardent hope and trust of the vast number of commanders and soldiers.

4 Expand reading

The 25,000-Li Long March is a magnificent song in the revolutionary history of China. Mao Zedong not only wrote the Long March to praise it, but also wrote many poems in the Long March. Please read the following two poems, so that we can further understand the fearless and optimistic revolutionary spirit of the Red Army soldiers. (Use the projector to type "Qingpingle?" Liupan Mountain, recalling Qin E? Loushanguan ")

Read freely, and you can recite and copy if you are interested.

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Self-examination/introspection

In the third class, there are two Long March songs.

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Steps Teacher Activities Student Activities Remarks

1 import: review history and enter the Long March.

Teachers and students read the Seven Laws Long March and introduce new lessons.

Students are free to read two Long March songs.

Talking about Sidu Chishui River crossing the snowy grassland.

read aloud

Students can read freely.

Discussion and communication

Create a scene to feel the Long March.

Play the clips of "Sidu Chishui" and "Crossing Snow Mountain Grassland" to let students feel the history and experience the revolutionary pride.

.

.

Watch the clip

understand

3. Contact the text to understand the Long March

(1) Recite and read poems repeatedly.

(2) design problems, try to figure out the taste.

One: Can you write the central sentence of these two lyrics?

Two: The first few sentences of these two lyrics are all three sentences. Do you know why? .

Reciting and reading

The central sentences of the two lyrics are "Chairman Mao's fighting is really like a god" and "The officers and men share joys and sorrows, and the revolutionary ideal is higher than the sky".

Short sentences are characterized by tense and short rhythm. The use of short sentences here highlights the harsh natural environment and the difficulty of the Red Army's living environment.

4. Remember the lyrics and sing the Long March

(1) Play the video "Long March Songs" and enjoy the lyrics in music appreciation.

(2) Learn to sing these two songs.

look

Learn to sing

..

5 arrange work

Complete question exercises 2 and 3 and form a written material.

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Self-examination/introspection

"Laoshan Street" in the fourth and fifth class hours

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Steps Teacher Activities Student Activities Remarks

1 Create a scene:

If you can only rest on the mountain in the middle of the night, the road is only one foot wide. If you turn it over, you will fall off the cliff, and the stones on the road are very uneven. How do you feel when you sleep? Organize students to communicate. We Red Army soldiers spent the night under such conditions, but we still didn't have enough to eat. How do they feel? Why is this happening? Let's look at the text together. Show me the topic. Communicate your feelings with each other.

2

Overall feeling:

1. Read the text freely and summarize the content of the article in one sentence.

(Mode: This article describes _ _ _ _ _ _ _ _ _. )

2. The theme of Chairman Mao's "Seven Laws Long March" is "The Red Army is not afraid of expedition, and Qianshan is only idle". Think about it, what difficulties did the Red Army encounter when crossing the old mountain boundary?

The Red Army encountered "four difficulties" when crossing the old mountain boundary. What is the attitude of soldiers? Try to choose the right sentences from the article.

4. Why can Red Army soldiers show such an attitude? Talk about feelings with your own understanding. Students read the text carefully

Find it yourself and row it yourself.

Write and write.

Talk to each other

It is clear that 1, the Red Army crossed the border of Laoshan on the way to the Long March.

Clear two, three,

(1) Difficult to walk-without the slightest timidity.

(2) It is difficult to sleep-Hao has no complaints.

(3) It is difficult to eat-climbing mountains with an empty stomach.

(4) in a difficult situation-laugh at the incompetence of enemy planes.

3 Study the text:

According to the text, complete the short marching map of the Red Army climbing the mountain, and guide the students to master the method of describing a complete thing according to the change of time and place. It is meaningful for students to show drawings, exchange comments with each other and talk about where the author focuses on writing.

4 Outward bound training:

Pick up the highlights and do imitation exercises.

(1) Example: Write silence, you can write silence with silence, or you can write silence with sound. The article not only says "silence", but also says "there is an unpredictable sound in the ear", using a voice that is generally inaudible; Because I heard a voice that I can't usually hear, it means it's really quiet. Exercise: Have you ever felt this way in your life? Try to write in one or two hundred words and practice using metaphors.

Write a write

Say it.

comment

5 arrange work

Extract and recite beautiful paragraphs from the text.

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Self-examination/introspection

Lesson 6 "Grass"

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Steps Teacher Activities Student Activities Remarks

1 Create a scene:

Students, our happy life today is bought by countless revolutionary martyrs with their lives. A few humble grasses, rolling with crystal dew, are full of tenacious vitality, but they also threaten the lives of Red Army soldiers.

listen to the teacher in class

Tell the story of the Long March with the Red Army crossing the grassland as the content, such as monuments and golden hooks.

2 overall perception:

1. Read the text quickly and underline the words you think are unfamiliar.

2. Review the text and summarize the full text in one sentence. Students plan according to their own actual situation, and then communicate and supplement in groups. It doesn't have to be unified

3 Read the text:

When reading such an article, on the one hand, we should understand the events described, on the other hand, we should pay attention to concise natural language when reading the article, and more importantly, we should understand the feelings, truth, meaning and taste contained between the lines. Please choose one or two sentences to analyze.

(1), (his) tone reveals deep feelings: "When you grow up, you will think of these grasses and know them; You will see that it is because we eat grass that we are strong and win! "

(2) Vice President Zhou held up the wild vegetables and looked at them. He slowly put it in his mouth ... chapped lips closed, thick beard kept shaking, and a pair of heavy eyebrows gradually tightened.

(3) At the end of the novel, he said, "He smiled so happily for the first time since he was ill." Why do you think Vice President Zhou "smiles so happily"?

Student activities, exchange evaluation.

The two "meetings" emphasized the necessity for the younger generation to inherit and carry forward the revolutionary tradition, and emphasized the importance of revolutionary spirit and revolutionary will for expanding the ranks and defeating the enemy.

This sentence fully shows the noble quality and extraordinary tolerance of Vice Chairman Zhou, as the revolutionary leader of the Red Army, who is highly concerned about the life and health of Red Army soldiers, highly responsible for the great cause of revolution and extremely loyal despite his serious illness and disregard for his personal safety.

Vice President Zhou "laughed happily" because he heard what the guards said to the little hygienist, and he was glad that the soldiers had been educated in revolutionary tradition. Attention should be paid to the orderly and complete language, accurate and clear expression and concrete appreciation.

4 experience development:

After reading the article, do you realize what caused the Red Army to overcome difficulties and win the Long March and the China Revolution under the leadership of the Party? Student discussion

Five tasks:

(1) What inspiration did you get after learning this article?

(2) Think about the image of the hero in your mind? Should be linked to the text, from the text to real life.

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Self-examination/introspection

Lesson 7 "Grass"

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Steps Teacher Activities Student Activities Remarks

1 Look at the text and say hero:

Read the text. What are the characteristics and personalities of the protagonists in this article?

Summary: The same Red Army soldiers, the same rags, and the same clank of iron.

Personality tips: from different movements and languages. Classroom communication

Because personal feelings are different, different understandings are allowed. Students can express their feelings and then summarize them.

2 Taste the details and know the hero:

Loyal to the cause, enthusiastic and selfless help to comrades-in-arms, and full of confidence in the future of the revolution. The mental outlook of these revolutionaries is expressed through details. Please find out the relevant details from the article and appreciate it.

One of the details I admire most is: ————————, and the reason is: ———.

Students refer to the dictionary to understand the meaning of the detailed description. Then the students look for details in the text. Give your reasons.

three

Migrate and expand the word hero:

What kind of person is a hero? Talk about your hero in combination with extracurricular accumulation.

In a word, heroes are men.

Some people say that today's era is an era without heroes, and most people worship media idols. Do you agree with this sentence? Tell me your understanding.

each speaks his mind

That sounds reasonable.

Guide students to establish a correct outlook on life and values.

4 Play and read the script. Now here comes the hero:

In a group, several students choose the favorite part of the article and perform the Long March. Encourage students to strengthen their overall understanding of the article and understand the text more deeply. Improve students' oral communication and cooperation ability.

Five tasks:

1, write a feeling after the performance.

(1) contact text. (2) Tell your real experience. (3) The number of words shall not be less than 300.

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Self-examination/introspection

Excerpts from the eighth and ninth class hours "Long March"

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Steps Teacher Activities Student Activities Remarks

1 Create Context-Aware Text

Express the perceived environmental atmosphere in one sentence: this is good.

Story. read a text

Fill in the answers.

2 .. Read the text again .. Clear your mind:

Ask the students to summarize the four scenes of the article with subheadings.

Enlightening students to understand the text is clearly divided into four parts according to the change of the scene, and the plot is promoted step by step with the occurrence and development of the dialogues, actions and events of the characters. Encourage students to summarize the main contents of each part of the text in accurate and concise language, and cultivate students' analytical and inductive ability. .

3. First, select a scene and create a script.

1. Four scenes are selected. Which scene moved you the most and why?

2. Choose your favorite scene, organize like-minded students and prepare for the next class.

Second, perform your own scripts in groups according to the division of labor.

Combined with the text, evaluate the performance of each group from multiple angles. .

Because personal feelings are different, different understandings are allowed and students are encouraged to express their feelings.

Students read the text, re-process the script according to their own understanding, and the teacher will tour to guide.

..

4. Play the footage of the Long March first. (episode 22)

Guide students to compare TV dramas, further compare the gaps and reflect on their own performance.

Second, guide and summarize the general characteristics of TV literature scripts. student Watch this.

Reflection. perform

Master the general characteristics of TV literature scripts.

5 Discussion, expansion and extension

What do you know about the Long March of the Red Army after studying this unit? What do you think is the main reason why Red Army soldiers can win the Long March in bad environment? Apart from what you learned in this army, what do you want to know most about the history of the Red Army's Long March? How do you know what you want to know? What do you think of these five texts? Can you write a short article to talk about your understanding? Students think.

Discussion and induction

Finish the composition

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Self-examination/introspection

In the tenth class, read and appreciate The Poet Leader and review the Seven Laws Long March.

..

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Steps Teacher Activities Student Activities Remarks

1 Guide students to consult materials and understand the writing background. Student exchange

2

Ask to read aloud and hold a reading contest.

To cultivate students' autonomous learning ability, students are required to read the text correctly, fluently and emotionally in Mandarin, and gradually deepen their understanding of the main content and artistic characteristics of this poem after repeated reading.

3 .

1. The Seven-Method Long March guides students to collect Mao Zedong's poems.

Second, organize discussions.

What does the last sentence of the poem mean by "Bright East"? How's this?

Students finish and communicate with each other in class.

Let's compare and see who collects faster and more.

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Teachers and students discuss * * * by induction.

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Self-examination/introspection

Unit composition in the eleventh, twelfth and thirteenth class hours

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Steps Teacher Activities Student Activities Remarks

Lesson one. Prepare:

2, 1, organize students to "write clearly the cause, process and result of a thing".

3.2. Finish Exercise 2 orally: Tell a story about me.

(2) Writing:

5, 1, provide reference topics: "a story about me" or "something new in our class". Students can discuss it themselves.

6, 2, clear writing requirements, students writing.

Reading, thinking and talking.

The second class is writing practice, self-evaluation, showing the standards and requirements of evaluation and correction, and communicating and correcting with each other in the group. Writing, self-evaluation

The third lesson 7, mutual evaluation, composition evaluation, teacher-student interaction evaluation, correcting composition, and recommending good articles. Evaluate each other, listen and read.

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Self-examination/introspection

Lesson 14 oral communication-be a host

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Steps Teacher Activities Student Activities Remarks

1 instruct students to collect the programs hosted by some famous hosts and communicate with students.

Requirements: Learn to be a program host, confident and eloquent. Be able to play their own strengths, generous and natural. Students participate and choose the best players.

3 (1) Guide students to become hosts in oral communication by themselves;

(two), broadcast CCTV "Challenge the host" or other famous host column;

(C), the creation of scenarios

If you are a "come near you, me and him" host.

Students can read silently and quietly. You can also use circle and dot strokes.

Communicate with each other and talk about the experience of self-study.

Combine TV to deepen the experience required by the host and exchange experiences.

Play roles and evaluate each other.

If you are the host of "I tell my troubles", please complete the conjunction and exchange comments with each other in class.

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Self-examination/introspection