1, review the fable related knowledge, and get to know the author krylov by consulting the materials.
2. Look up the dictionary and accumulate? Smiling, unchanging, pretending? Equivalent words
3. Read the text with emotion and experience the novelty of poetry writing fables with dialogue.
4. In the process of reading the text independently, I feel the main content and meaning of the fable.
Relevant curriculum standards:
On the basis of reading the text with emotion, I understand the main content, express my own experience on the text content, put forward my own views and questions, and explore difficult problems in a cooperative way, expose the ideological and emotional tendency of the autocratic rule of Russia, and make my own evaluation in connection with the cultural background.
Learning objectives:
1, read this poem with emotion, get to know the author krylov, and understand and master idioms? Dress up in disguise?
2. Understand the meaning of this poem through repeated reading of key sentences, and realize the truth of life from it.
3. Through comparative exploration, we can compare and interpret the three stories of The Farmer and the Snake from different angles, so as to improve our ability to read fables.
Assessment task:
1. By completing the preview accumulation of Chinese Aid 12 and the learning evaluation question 1, check the author krylov's mastery of his words.
2. Check the realization of Goal 2 by reading the text and key sentences.
3. Achieve goal 3 through group cooperation and comparative inquiry.
Learning process:
First, the introduction of new courses.
Design intention: review the past and learn the new, to stimulate students' interest in learning.
Students, the snake in Aesop's fable is vicious, ungrateful and unchangeable. It left a deep impression on us. Today, we are going to study the fable poem The Farmer and the Snake by Russian writer krylov, and look at the snake in the poem. Theme of blackboard writing
Student activities: review and ponder, patiently ponder, and enter a new lesson.
L check preview
Design intent: Check the implementation of feedback.
In class, it takes 3 minutes to complete the preparation, accumulation and learning evaluation of Chinese Aid. 12 is the same as post correction, and the group will focus on the front desk to check the students' completion. The teacher summarizes, praises the students who have finished, and emphasizes the problem with * * *.
Supplementary introduction:
Interpretation of krylov and His Fable Poems
1, author profile
Russian fable writer krylov (1768 ~ 1844) was born in a poor family of military doctors in Moscow. Poverty and hard work took his father's life prematurely. Krylov helped her mother to shoulder the burden of family life when she was 10 years old. Krylov 1782 began to practice writing plays, and 1806 turned to writing fables. He wrote more than 200 fables in his life. He not only inherited the excellent traditions of Aesop, Lafontaine and other predecessors, but also made bold innovations in this ancient style, injecting broad Russian national spirit and cultural character into his works. Krylov's fables not only reflected the joys and sorrows of the Russian people in the first half of the 20th century, but also created a unique Russian style in fable art..
2. krylov's Fable Poems
Krylov's fable poem? Great? There are many aspects.
First of all, we can see that he introduced many important themes that happened in Russia into fables, which directly reflected the historical process and progressive will of Russia in the19th century. Wolves and sheep exposed the shameless and overbearing faces of powerful people and issued? For the strong, the weak are always wrong? The Voice of Justice "The Wolf Swallows the Dog's Nest" is another famous article in krylov's fable, which is based on the Great Patriotic War of 18 12. After being attacked and condemned, the wolf who hypocritically asked for peace talks was clearly a series of works created by krylov, the incarnation of the invader Napoleon? War fable? As well as Caravan and Cat and Chef, they represent historical progress, justice and truth, and greatly stimulate the patriotic fighting spirit of the Russian people, which is called the heroic age? Living history?
Secondly, from the standpoint of the Russian people, krylov used fables as a powerful weapon to mercilessly attack, expose and ridicule the tyranny of the czar, brutal serfdom and corrupt and incompetent officialdom politicians at that time, such as the plague in the animal kingdom, talking sheep, fish dancing, farmers and robbers. All this directly fell on the sharp javelin of the dark autocratic rule and cruel serfdom of the Russian czar. The robber's face in The Farmer and the Robber is also a true portrayal of tyranny and bullying.
Thirdly, krylov's fable poems, like a jewel box, show the real life experience and intelligence of the Russian people in an all-round way, satirizing a kind of blind self-confidence and pretentious intelligence; What kind of abuse did Woods and Fire condemn? Friendship? Swindle around in the name of; The quartet made a bitter mockery of this figure who had no skills at all but insisted on pretending to be an expert. Kites are calling for real freedom; "Swan, Barracuda, Prawn" reminds mankind that Qi Xin works together and cooperates sincerely; Waterfalls and springs praise the virtue of modesty.
After krylov's death, people carved this sentence on his tombstone: His fable is the wealth of the people and the crystallization of their wisdom?
Second, reading a poem for the first time and perceiving the content.
Design intention: promote understanding and perceive fable content through reading aloud.
1, the teacher demonstrates reading, so that students can understand the rhythm of poetry reading.
Student activities: read poems freely and learn idioms with reference to notes? Dress up in disguise?
Clear: Dress up in disguise: change the appearance of clothes, so that people don't know themselves, thus hiding their true identity.
3. Read by name, discuss and evaluate collectively:
(1) How do you pronounce snake?
Clear: pretentious, flattering, pretending to be sincere.
(2) What kind of tone should the farmer say?
Clear: resolute and decisive
4. Read aloud in groups to understand the main idea of the poem.
Student activities: read aloud in unison according to the rhythm, summarize the main idea of the poem after reading, discuss and communicate in groups, supplement and improve, and raise your hand to show.
Qing: After reading it, it can be summed up in one sentence: the snake tried to cheat the farmer's trust with rhetoric, but the farmer saw through it and killed it decisively.
Third, reread the text and explore the meaning.
1. Read the text freely. Think about what this fable poem reveals.
Student activities: read the text freely, find some sentences in the poem (mainly concentrated in the last natural paragraph of the poem) and then summarize.
Clear: If you lose trust, you can't get out of trouble no matter how you dress up.
2. Discussion: Do you have any other understanding besides the hints at the end of the poem?
Design intention: let students understand the meaning deeply, and then be inspired by fables.
Student activities: first think independently, then discuss in groups, and finally show the discussion results.
Clear: In addition to what is said at the end of the fable poem, there should also be: don't believe the sweet words of bad people or be wary of disguised enemies; Or be good at seeing through the enemy's disguise; Or just use what the farmer in the poem said:? Although your skin is new, your heart hasn't changed at all.
3. Read poetry and connect with life.
Design intention: to guide students from literary works to real life and apply what they have learned.
(1) Please find out the sentences about the snake's expression and language description in the text, and tell me what kind of image the snake is in the poem.
Student activities: write freely, mark the key words in the text, summarize by yourself and communicate with peers to supplement.
Clear: emoticon description:? The snake is laughing?
Language description:? Let's be friendly from now on. Why are you so wary of me?
The snake in the poem is a cunning and insidious guy who is good at camouflage.
(2) Why didn't the farmer listen to the snake?
Student activities: group discussion, and then the representatives in the group express their opinions.
Clarity: Looking at the essence through the phenomenon of things, farmers know that the nature of poisonous snakes will not change because of their appearance.
(3) Students, what should we do in the face of all kinds of swindlers in the present society?
Student activities: Recall your own life experiences, sum up your own experiences and tell them to your classmates.
Clear: This is an open question and there is no need for a unified answer.
Fourth, intensive reading of the text, comparative exploration.
Design intention: to achieve learning goal 3
Which one are you more interested in, the three farmers or the snake? Please tell me the reason (hint: it's up to you to decide which fable students are more interested in)
Student activities: read the text carefully, comprehensively sort out three fables, communicate widely in the group and express your views.
Clear: (Only some examples are provided here for reference) As far as storytelling is concerned, the plot of the first fable is relatively strong, with a beginning and an end, especially with ingenious changes, but the story is relatively simple. The second story is more complicated, with some twists and turns, and some expectations for the ending, especially the fallacy told by the snake, which makes the story more special. The highlight of the third story lies in the words of philosophy and wisdom that the protagonist said at the end of the story.
As far as language expression is concerned, the third is the form of poetry, which is particularly novel, but the basic pattern of krylov's fable structure comes from Aesop's fable.
Verb (abbreviation of verb) abstract
Fable is a poetic fable, which means something here. Through the dialogue between farmers and snakes, it is vividly explained that no amount of rhetoric can change people's understanding of the nature of poisonous snakes, which can be extended to treating enemies or snobs in society. No matter what masks they wear, we can't relax our vigilance, let alone be paralyzed by them. Otherwise, the end of the snake may be your experience. Therefore, students should not only read fables, but also understand their meanings.
Six, standard testing
Complete the perceptual exploration of "Chinese teaching AIDS" 2 and 3.
Work design:
Using what you have learned in class, read the following fable "Wolf down the dog house" and complete the following questions.
The wolf came to rob the sheep shed in the dark, but fell into the kennel; The kennel immediately became as chaotic as during the day; The hounds smelled the old grey wolf of the nearby enemy, rushed to the door of the kennel and rushed forward.
? Hey, guys, there are thieves! ? The dog owner shouted that the door of the yard was closed and bolted immediately; This place is like hell. This one carries a hard stick and that one carries a gun.
? Give me a light, will you They shouted,? Give me a light. ? So someone ran to get a torch, and the wolf sat in the corner with its hard gray back just right. It shows terrible teeth, raises its mane and stares as if it could eat everyone on the spot. However, when dealing with hounds, you have to be smart, but you can't. In a word, it is clear; There is no free good mutton tonight. The sly old wolf thinks that negotiations should be held. He said eloquently:
? My friends, why do you make so much noise? I am your old friend, your long-lost compatriot and brother! I'm here to sign a peace treaty. Why are you so aggressive? Let us forget the past. Let's form an alliance. Not only will I not disturb your sheep, but I will also fight for them. We wolves have enough credit, I swear?
? I'm sorry, but it's not that cheap. The hound's head interrupted him and said, If you are gray, I am white. I have seen through the nature of the wolf for a long time, and my way to deal with the wolf has always worked: I will never make peace with the wolf unless I tear off its skin! ?
So he immediately released a group of German shepherds and rushed at them.
1、? In a word, this is quite clear? In this sentence? This? Talk about; involve
This fable depicts wolves in many ways. Read it carefully. Please answer the following questions with the original sentences of the selected text.
First, about the action description:
Second, about the expression description:
Third, about the appearance description:
Fourth, about the spiritual portrayal:
2. The main characteristics of the wolf in this fable are: ()
(1) Stupid, ignorant, greedy and cunning B, cunning, insidious and cruel
C, childish, cruel, vicious D, vicious, glib
(2)? If you are gray, I am white-haired? The meaning of this sentence is ()
Your hair is gray and mine is white. B, you will always be a gray wolf, and I am already a white-haired old man.
C, if you are gray, then I am white D. Your nature remains the same, because I have a lot of experience.
(3) What inspiration did you get after reading this fable?
(Reference answer: 1, in the face of many hunting dogs, wolves can't fight hard, but they can only outsmart them, otherwise they will only bring about their own destruction. The wolf is sitting in the corner? ②? Show terrible teeth, bristle, and stare? ③? Hard gray back? ④? You should be smart when dealing with hunting dogs, but you can't be that good. Is there any free mutton delicious tonight? 3, D4, D5, treat all enemies, you can't have illusions, compromise and yield, you must persist in fighting and destroy them)
Blackboard design:
Snake rhetoric: deception
Farmers and snakes are both in born to die.
Farmers distinguish right from wrong: chop
Teaching reflection:
1. When designing this case, I first prepared my own knowledge and went deep into the students to understand their understanding of fables. Secondly, when designing questions, we should guide students to enter this class step by step from easy to difficult, from shallow to deep, so that students can become the real masters of Chinese classes.
2. When using this case, I found that the time spent reading poetry was too long, especially the students were not sure about the tone of the snake and the farmer in the poem. In addition, the comparative exploration of the three fables raises too many questions, which is not good in transition and cohesion.
3. If I have another class, I'm going to revise it from the following points: break the whole article into several parts and recite it paragraph by paragraph; In the tone and intonation of reading aloud, multimedia can be used to assist practice, grasp and ponder; The question of comparative inquiry can be designed as two sub-questions, which are explored from two aspects: story and language.