Teaching Design of Shepherd in Suwu 1 Teaching Objective
1. I can identify 10 new words in this lesson and write 8 new words in this lesson. Read the text correctly and fluently, and be able to subtitle the text.
2. Understand the content of the text and educate students in patriotism through learning.
Teaching preparation
Song accompaniment tape, tape recorder, projector, materials collected by students, wall charts, video materials (Li Ling went to Beihai to persuade Su Wu when Emperor Wu of the Han Dynasty)
Teaching time
2 class hours
teaching process
first kind
Introduction: Enjoy the song "Su Wu Shepherd"
This is a popular folk song, in which Su Wu is a famous national hero in the history of China. During the reign of Emperor Wu of the Han Dynasty, Su Wu was ordered to go to Xiongnu and was detained by Xiongnu for 19 years. As the song goes, Su Wu went through hardships and perseverance, and became a glorious hero in the history of the Chinese nation. Now, let's approach Su Wu and enter his bloody and brilliant life. (Title on the blackboard: Su Wu Shepherd)
Second, preview the exam and read the text for the first time.
1. Students read the text freely in groups and dredge the words on the basis of preview before class.
( 1) word
① Recognizable characters: Hungary, (Dan), Lang, Punishment, Canon, Dirty, Pit, Felt, Sheep, Zhao.
② Characters that can be written: Hungary, slave, minister, lang, dirty, lamb, loyalty and chastity.
Requirements: correct pronunciation; The words that can be written should be compact in upper and lower structure and slightly larger below; Pay attention to the width of words with left and right structures.
(2) Text
Xiongnu Khan was abandoned in successive festivals.
2. Think about what this article mainly talks about. What did you read? What else don't you understand?
Third, read the text intensively and realize the feeling.
What's Su Wu like? Find out the sentences that describe Su Wu's words and deeds and read them carefully. Read by name, read together in groups, and realize Su Wu's character.
2. Combine the sentences you find, talk about your feelings, and encourage students to express their unique understanding. Look at the sentences found and talk about your understanding. The teacher will guide you in time. ) Guidance of key sentences and words:
(1) "As an envoy of the Han Dynasty, it is absolutely impossible for me to surrender, which defiles my mission."
(In the speech, I feel Su Wu's heroic spirit of safeguarding national dignity, preferring death to surrender and righteously.)
(2) When you are thirsty, you can quench your thirst by holding snowflakes falling from the door with your hands. You can tear off the sheepskin felt when you are hungry.
In action, I realized Su Wu's national integrity and strong will in order to keep the festival. )
(3) Su Wu never forgot that he was an emissary of the Han Dynasty, nor did he forget his unfinished mission, and he was looking forward to returning to his hometown with endless festivals one day.
Emotionally, I realize that Su Wu loves his country and has never forgotten his mission and responsibility.
3. Quasi-subtitles, clear the context
The story of this article is ups and downs and exciting. Ask the students to subtitle the story to grasp the context of the article.
(1) Students put forward their own summary subtitles.
(2) The whole class discussed and screened out the best subtitles.
Requirements: Subtitles should accurately summarize the plot changes, try to express the personality characteristics of the characters, and pay attention to the fluency and conciseness of the language.
Refer to subtitle:
1. Exchange envoys and release envoys.
2. Going to Xiongnu was a disaster for Ambassador China.
3. Be firm in snow.
4. North Sea shepherd, loyal as one.
5. Korea and Hungary are reconciled, please return them to Su Wu.
6. After going through all kinds of hardships, I changed my face to Korea.
Second lesson
First, import
Ask the students to tell the story of the shepherd in Suwu. Ask the students to think about what kind of person Su Wu is.
(Transition) In this lesson, we will continue to learn Su Wu's shepherd. Through the study in the last class, we know that this article is about Su Wu's mission to Xiongnu in the Han Dynasty. Facing threats and inducements, he insisted on moral integrity, went through hardships and lived up to his mission, vividly depicting the glorious image of a "rich and unyielding" patriot.
How did the author write this character?
(mainly in chronological order, with clear context and complete story)
Second, clear teaching objectives
1. Analyze the characters, especially Su Wu's personality characteristics, and experience Su Wu's personality charm.
2. Understand Su Wu's national spirit and patriotic feelings.
Third, analyze the characters and summarize the techniques.
1. Students preliminarily summarize Su Wu's character.
Powerful and unyielding, poor and unyielding, loyal and tenacious.
2. Teachers guide students to start with detailed descriptions and dig deep into the personality characteristics of characters.
3. Students' discussion: The article does not specifically describe every story of Su Wu, but it is detailed and appropriate. Khan's life of persuading sheep in Beihai is described in great detail. Why does the author handle it this way? What's the intention?
Reference answer: These two parts can best reflect Su Wu's integrity. The so-called "real gold is not afraid of fire." In the face of threats, inducements and death threats, many so-called heroes failed to stand the test and surrendered, but Su Wu was always rock-solid, and would rather die than surrender and remain faithful.
The students carefully studied this part of Khan's surrender to Su Wu.
(1) Students read aloud in different roles and experience the personalized language of the characters.
(2) Students summarize Su Wu's personality characteristics and feel Su Wu's personality charm again. (Group discussion, exploration and summary)
Fourthly, students summarize the artistic methods of shaping characters in the article.
1. Detailed and appropriate plot arrangement.
2. Use personalized language to express characters. (mentioned in the previous summary)
3. Contrast and contrast of minor characters.
Various characters with distinct personalities in the article also play a role in setting off Su Wu. Please compare the personalities of various characters in the article with those of Su Wu, and see what kind of personality characteristics Su Wu highlights against them.
3. Students discuss, analyze and summarize.
(1) John Zhang surrendered.
(2) Su Wu always put the national interests first before the surrender of Xiongnu, and maintained valuable national integrity.
4. Teacher's summary: In the comparison of various characters, we can see a plump and three-dimensional Su Wu, who has a distinct diplomatic consciousness, is arrogant in treating people and is loyal to threats and inducements. Su Wu's character is even more impressive in comparison with those who bend or fall!
5. Course summary:
Through the study of this class, we focused on the analysis of Su Wu's personality characteristics, and we were deeply moved by such a supercilious and faithful Su Wu. At the same time, it also points out the artistic methods of shaping characters in the article: meticulous and appropriate plot, personalized character language and comparison of secondary characters.
Five, homework (choose one)
1. Collect the information of some diplomats (ancient and modern, Chinese and foreign) and write a short biography for them, which should be both historical and literary, and properly use the artistic techniques of depicting characters in Su Wu Shepherd. There are more than 600 words.
2. "If I were Su Wu"
If you were Su Wu, as an emissary of the Han Dynasty, the Huns had an arrogant Khan, and one of your subordinates participated in the rebellion of the Xiongnu prince, what would you do as an emissary of the Han Dynasty? How will you handle this complicated diplomatic situation?
Teaching objectives of Suwu Shepherd Teaching Design II;
1, can learn new words by himself, and understand words such as "respect, stare, indifference, one-finger calculation" in combination with the context in the teaching process.
2. Try to grasp the key words to understand Su Wu's ideological quality, and know that the meaning of a sentence can be understood according to the relationship between sentences.
3. Feel Su Wu's noble quality of dying and safeguarding national dignity.
Teaching process:
First, import
Enjoy the song "Su Wu Shepherd"
1. This is a popular folk song, in which Su Wu is a national hero in the history of China. During the reign of Emperor Wu of the Han Dynasty, Su Wu was ordered to go to Xiongnu and was detained by Xiongnu for 19 years. As the song goes, Su Wu has gone through hardships and perseverance, and has become an eternal hero of the Chinese nation. Now, let's approach Su Wu and enter his bloody and brilliant life. (Title on the blackboard: Su Wu Shepherd)
This story happened in the Western Han Dynasty more than 2,000 years ago, when there were frequent wars between the Han Dynasty and the Xiongnu. One year, the Huns sent messengers to make peace. In response to the goodwill of Xiongnu, Emperor Wu of the Han Dynasty sent Su Wu to Xiongnu. For peace, Emperor Wu of the Han Dynasty sent Su Wu to the Xiongnu. That year, Su Wu respectfully took a continuous paragraph in the hands of Emperor Wu of the Han Dynasty and left Chang 'an-showing the words 1; 19 years later, he returned to his hometown with a fluent text-the sixth paragraph of the display text.
Second, study the text and experience the characters.
Comparing the contents of section 1 and section 6, we found "changes".
1. Read these two sections carefully. What changes have you found before and after writing about Su Wu's mission? When students communicate, show and introduce the "spirit world"-the flag decorated with colorful feathers in ancient times to the media. )
2. 19 What happened, which caused such a big change? Thinking about reading the text quickly. (Suffered a lot)
3. In the first section, we learned that Su Wu was an envoy representing the Han Dynasty. How could he suffer? Let's have a look.
Understand the content of Su Wu's shepherding and feel Su Wu's patriotic evaluation of "unshakable heart".
Read the text freely and simply communicate the reasons for the "change".
Learn the fourth and fifth sections and present them: the fourth and fifth sections of the text. Read by name.
Heart as strong as iron. What is the specific performance?
1. Read the fourth section of the text by name and think about it. What is Attila's "plan"?
2. What does Attila want to tell Su Wu? (surrender or die of old age in a foreign country, and you can't go back) Beihai: Lake Berga in Russia now.
3. Su Wu knows everything, which means Su Wu does, but he. Accumulated words: similar to the words of heart as iron: spending money like earth proves that the mountain is as light as Yan Yan, as heavy as Mount Tai, as fast as flying, as hard as iron, as strong as steel, as white as snow, as pink as chardonnay.
Read the fifth part of the text. Where can we see that Su Wu's heart is as firm as iron? Weeds are everywhere, no one is there, thirsty, hungry and cold.
5. Imagine what kind of predicament Su Wu will face? (physical, mental)
6. In the face of all kinds of hardships, Su Wu's heart is as firm as iron, and he stubbornly endures all kinds of torture (with reading)
Understand the meaning of "ignoring life and death".
1, "Su Wu has long ignored life and death": put; Transcendence: the department is in the heart. What do you mean by "stay out of it"?
2. What made Su Wu survive in such a harsh environment? (Return to the Motherland)
3. Teachers and students read together
4. Read the text freely and think: What specific examples in the text tell us that Su Wu has long ignored life and death.
Learn parts 2 and 3.
1, exchange examples. Attila insisted that Su Wu was involved in the civil strife in Xiongnu and asked him to confess. Su Wu killed himself with a knife and would rather die than be humiliated. Attila has surrendered. Han made Wei Lv persuade Su Wu to surrender, and Su Wu denounced Wei Lv.
2. What was Su Wu's performance when Attila asked Su Wu to plead guilty? Su Wu, with a jingle in his hand, said angrily, "I represent the country. I would rather die than be humiliated! " What did Su Wu think at that time? I am an envoy of the Han Dynasty. It is an insult to the Han Dynasty to frame me and make me confess. As an ambassador representing my country, I can't let my country be humiliated. ) Teachers and students read together: Su Wu said angrily: "I represent the country and would rather die than surrender!" Su Wu said so and did the same. After that, he "committed suicide with a knife." . Suddenly bleeding profusely, fortunately saved. "How did Su Wu take over the continuous section? Teacher's supplementary information: At that time, the emissary was either killed or fell down on the way, no one lives. Then why did Su Wu take over consecutive festivals? (In order to avoid war, the peace of the country, no hesitation) So when Su Wu took over Jingjie, he had-ignored life and death. Transition: If one plan fails, Attila gives birth to another. He sent the surrendered Han to Lv Wei to persuade him to surrender. How did Su Wu do?
3. Before Wei Lv finished, Su Wu glared at him, raised his hand and shouted, "Wei Lv! You are the son of the Han people and a vassal of the Han dynasty, but now you are ungrateful, betraying your parents and the court. How dare you talk to me! " Su Wu is an emissary of the country. When I meet Wei Law, it seems that I should say, "I am the son of the Han people, and I will not betray him." What's the difference between these two statements? The last sentence "How dare you talk to me?" Who does "I" mean here? From a different perspective, we can understand Su Wu's hatred of traitors and traitors. ) Transition: It seems that these two struggles, whether threatened or induced by Attila, can't make Su Wu yield. In this case, he gave birth to another plan. That is-let Su Wu go to Beihai to shepherd sheep. Attila understood Su Wu's determination and knew that authority and wealth could not conquer him, so he would conquer Su Wu's will by destroying his own body. Therefore, Su Wu's way of resistance has changed from seeking death in the past to surviving in the future, and he has to be strong in all kinds of hardships.
Feel Su Wu's unyielding integrity.
1, (read with teachers and students): Beihai is a place full of weeds and no people, and its natural environment is very bad. Su Wu is accompanied by "the endless festival". Su Wu has long been regardless of life and death, "but always holding the continuous festival", because at this time, the continuous festival has become his spiritual sustenance, so no matter "herding sheep during the day and sleeping at night", he never leaves his hand. He often looks up at the geese flying south and counts the days, hoping that one day he can return to the motherland with a continuous festival.
The Han Dynasty was in the south, and the south represented the motherland. Su Wu wants to be a free goose and return to the motherland as soon as possible. So he "counted the days": it was really anxious to return. "I hope to return to the motherland with continuous festivals one day" is really eager to return to China.
3. Summary: In every word and sentence of the article, we truly feel that Su Wu is such an unyielding person who resolutely safeguards national dignity. His integrity is admirable.
4. Transition: 19 years, which 19 turned Su Wu into a white-haired old man. In this 19 year, Jingjing shed her feathers and everything changed. But Su Wu's integrity, wealth and unyielding, mighty and unyielding have not changed. See Su Wu sitting in the car, with tears in his eyes, arms tightly holding the old silk knot stripped of hair, no one is not moved, no one is not crying. What does "chuai" mean? (Sai Bao) It can be seen that Su Wu attaches importance to Jingjie and is excited about returning to the motherland. Seeing the white-haired Su Wu and listening to his arduous trek in Xiongnu, people were moved by the spirit of Su Wu. What would they say? (camera blackboard)
5. For more than two thousand years, Su Wu's lofty integrity has become a model of China's ethical personality and a psychological element of a national culture. He is worthy of being a patriot in the history of China. That's what future generations say about him. Grazing sheep 19 years, there is no shame in growing a beard. Let the seas run dry and the rocks crumble, and your heart is as hard as stone.
Third, summary.
In the long history of the Chinese nation, there are many national heroes Wu, such as Lin Zexu who recovered Taiwan Province, Lin Zexu who put out opium in Humen, Chen Huacheng who fought a bloody battle in Wusongkou, and Wen Tianxiang who vowed not to surrender. We should not only admire them, but also learn from them, love, be loyal and serve the motherland.
Attached book:
Suwu shepherd
Integrity, persistence, poverty, persistence
Teaching objectives of Suwu Shepherd Teaching Design 3;
1, learn new words and accumulate vocabulary;
2. Be familiar with the text and learn to grasp important clues to retell the story;
3. Clarify the relationship between the three stories of Su Wu's mission to Xiongnu, focusing on "herding sheep" to understand the language, to feel the characters, to infect and internalize the language.
4. Read the text with emotion and be willing to tell the story to others.
Teaching process:
First, exchange preview materials and enter the course.
1, introduce yourself, one or two sentences, concise, can cause students to like you.
2. Introduction: The Chinese nation is great, and countless outstanding patriotic heroes have emerged over the years. What you are drawing is a classic story in China's long history and culture-blackboard writing project. This story is widely read, and people have created plays, songs, classical music and other works of art based on it. Why do shepherds in Su Wu have such great charm? Read the text and walk into the story.
3. Students read the text by themselves. Walk in two steps;
1) Read the text for the first time and practice reading the text fluently, so as to be loud, correct and fluent.
2) Students study hard, and students in Perch Township Primary School have good reading habits. What sections of the text specifically write about Su Wu herding sheep? What are the other parts? Read the text again.
3) Discuss what else is written below. Get on the boat, be humiliated, refuse to surrender, herd sheep and return home.
4) Read the text in sections and give random guidance.
4. Briefly introduce the situation of the Western Han Dynasty and Xiongnu (there are maps, which must be in the history books) and the significance of Su Wu's mission, and read the first section well; Introduce Jing Jie (font style, introduce meaning)
Second, guide self-study and repeat the content of the text.
1, showing two groups of words (groups): suddenly turning against each other, preferring death to humiliation, drawing out a sword and committing suicide, sending people to turn against each other, glaring at each other, cursing and resisting-hint: some words were summarized by the teacher according to the text. Read the second and third parts of the text and practice retelling the story simply with these phrases. Hinting: Reading stories, we can find out the key words (or summarize several important words according to the content of the text) and grasp the relationship between them, so that we can retell the stories clearly.
2. Students practice grasping key words and retelling Su Wu's The Shepherd.
1) Students read the text and extract the words (prompt format). There can be more than two words to tell the students about Su Wu's performance, and the teacher will patrol and guide them.
2) Show students' homework, guide students to discuss and determine key words, and praise the advantages. Plan another life, be firm as iron, endure torture unswervingly, and risk death to look forward to going home.
3) Students read the text again and practice retelling.
4) Exchange and retelling, giving priority to evaluation and encouragement. When students talk about "a plan is born in the mind", they should make the plan clear and pay attention to coherence, instead of simply reading it. )
Third, pay attention to understanding "Su Wu Shepherd", infect and develop language.
1, the teacher's lead introduction: Attila is very cunning. First of all, Su Wu's involvement in civil strife threatens Su Wu. After that, it is still impossible to induce Su Wu by persuasion; Finally, it's a poisonous trick (be passionate)
Do you know what the desert is like? Students imagine speaking and activate life accumulation. The teacher introduced the situation of "desert" in the article, emphasizing that the climate there is very bad and it is difficult for people to survive there. So how did Su Wu survive?
3. Students read the text: Ask students to read carefully sentence by sentence, understand and think about what you can understand. (Students read, teachers visit)
Fourth, group communication.
-Su Wu is accompanied by continuous festivals. What do you think? Sentence: Su Wu stubbornly endured the heating-slide show (color change)-emotional reading-imagine what else he suffered? -Contact Sister Jing and practice reading aloud. Last sentence: Show illustrations, observe geese, and understand the cultural significance to China people. -Understand Su Wu's heart; Experience Su Wu's pain and tenacity related to "Poison". -Read the sentence.-Read the fifth section as a whole.
Five, situational writing, expand knowledge.
1, transition: The teacher reads the last paragraph aloud.
2, interspersed with an illustration of returning home, look at the picture and observe.
3. What is Su Wu saying in his heart? If you were a member of the welcome team, what would you say in your heart? Choose one and write a few words.
4. communication.