Praise of Poplar was written in March 194 1 year. At that time, it was in the stalemate in War of Resistance against Japanese Aggression. The following is the teaching design of Praise of Poplar compiled by me. Let's have a look.
[Teaching purpose]
1, learn the symbolic meaning of this article.
2. Let students understand and learn the revolutionary qualities of integrity, simplicity, unity, forge ahead and unyielding symbolized by poplar.
[Teaching Emphasis and Difficulties]
Symbolism, lyricism in narrative.
First teaching time
Firstly, the author and the background of the times are introduced.
Q: Mao Dun is a pen name. His original name is Shen Dehong and his real name is Yan Bing. His most famous works include the novel Midnight, the short stories Spring Silkworm and Lin Jiabao. Mao Dun died on March 27th, 198 1. The CPC Central Committee spoke highly of him as "a pioneer of modern progressive culture in China and a great revolutionary writer".
Praise of Poplar was written in March 194 1 year. At that time, it was in the stalemate in War of Resistance against Japanese Aggression. During this period, he saw all kinds of facts that the reactionaries of the National Government were passive in resisting Japan and active in opposing * * *, and he was delighted to see that the broad masses of northern soldiers and civilians, under the leadership of the * * * production party, worked hard with one heart and one mind, smashed the "mopping-up" of the Japanese aggressors again and again, and consolidated and developed the anti-Japanese base areas behind enemy lines. The author saw the future and hope of the Chinese nation from the people in the liberated areas and was encouraged. He wrote essays such as Praise of Poplar with passion. At that time, because the author lived in the area ruled by the national government, he had no freedom of speech and could not express his thoughts directly. Therefore, he used implicit symbolism to express his thoughts and feelings, and enthusiastically praised the heroic and unyielding struggle spirit of the anti-Japanese soldiers and civilians and our nation under the leadership of the Communist Party of China.
Second, let the students read the text softly, think while reading, and do the following fill-in-the-blank exercises.
At the beginning, the article praised the extraordinary poplar, and then did not explain the truth, but wrote the scenery in the second natural paragraph, explaining the natural environment in which poplar grows. The fourth natural paragraph connects the preceding with the following, and returns to the praise of poplar. The fifth and sixth paragraphs describe the harmony of poplar and highlight its extraordinary. The seventh paragraph symbolizes poplars and points out the theme. Finally, the ninth paragraph ends with scolding and praising poplars.
According to this idea, this paper can be divided into five paragraphs:
The first paragraph (1 natural paragraph) directly expresses the reverence and praise for poplars.
The second section (natural section 2-4) describes the scenery of the Loess Plateau and explains the natural environment in which poplars grow.
The third paragraph (paragraphs 5 and 6) describes the image and character of poplar in detail, highlighting its uniqueness.
The fourth paragraph (paragraphs 7 and 8) reveals the symbolic significance of poplar and points out the theme of the article.
The fifth paragraph (the ninth natural paragraph) compares poplar and nanmu, expresses completely different love and hate, and praises poplar again.
Third, speaking and reading the text
1, the teacher looks at the first paragraph (1 natural paragraph) and then nods: The article comes straight to the point, expressing strong feelings of reverence and praise for poplars from the beginning. So, why are poplars "really extraordinary"? Why "praise the poplar"? The article did not answer this question immediately, but went on to write about the scenery of the Loess Plateau. What is the function of this writing? We will learn it in the next class.
2. Now, please read the third paragraph (paragraphs 5 and 6) of the article and think about the following questions while reading: (1) Which word is used in the article to always write the image of poplar? The following also specifically wrote which parts of the poplar, each writing its own.
What are their characteristics and profound meanings?
(2) Which word has been used in the article to describe the character of poplar? What other words are used below to describe it? What's the meaning?
When describing the image of poplar, the author summed up the general characteristics of poplar image with the words "strive for the upper reaches" and personalized poplar with anthropomorphic methods. The following are their characteristics from four aspects: stem, branch, leaf and bark. Dry, highlight its straightness; Branch, emphasizing its straightness and compactness; Leaves, write on them; Skin, mainly write it "slightly light blue". Through the description of these characteristics, it gives people the impression of integrity, unity, enterprising, simplicity and striving for the upper reaches, which is very profound.
When describing the character of poplar, the author always uses "stubbornness and integrity" to describe its character characteristics, and deepens it with words such as "towering" and "unyielding", highlighting the strong and unyielding struggle character of poplar in a sinister environment.
This passage describes the image beauty and spiritual beauty of poplar, so that people can see its extraordinary spirit through its extraordinary image, thus generating reverence and praise. The sixth paragraph of the article expresses this feeling again, highlighting the extraordinary poplar.
Let the students read paragraphs 5 and 6, and let them read out their feelings.
Fourth, assign homework.
Read the full text and realize the symbolic significance of poplar.
Second teaching time
First, classroom exercises.
Explain the meaning of the underlined words:
This is a tree that stands tenaciously despite the oppression of heavy snow in the north. Even if it is only as thick as a bowl mouth, it strives to develop upwards, reaching a height of two feet, towering and unyielding, facing the northwest wind.
Stubborn-indomitable, unshakable or destroyed.
Towering-towering, soaring into the sky.
Perseverance-can't be tortured, can't be oppressed, and describes strong will.
Second, learn the fourth paragraph.
1. Let the students read the fourth paragraph (paragraphs 7 and 8) and think: (1) After the author wrote the image and character of poplar, he went up a storey still higher and compared people with trees. Why do you say that poplars are men on trees? (2) Next, the author used four rhetorical questions in succession, and further wrote the symbolic meaning of poplar. How did the meaning of these four sentences deepen sentence by sentence?
After the students read and discussed, the teacher concluded:
Firstly, the author uses metaphor and contrast, and successively uses seven words (echoing the fifth paragraph), such as "stalwart", "honest", "simple" and "serious", and strongly praises the poplar as a gentleman in the tree.
Write the symbolic meaning of poplar with four parallel rhetorical questions in succession. The meaning deepens with the development of each sentence, which is meaningful and thought-provoking. The first "don't" is always mentioned, which inspires people to think deeply: we should not just think it is a tree; The last three "Mo" wrote its symbolic meaning from the simple to the deep, and the second "Mo" symbolized the identity of poplar as a northern farmer from its "simple, earnest and unyielding" character. The third "don't", starting from the image of poplar "standing proudly", symbolizes that it is a sentry who resolutely defends his hometown behind enemy lines. The fourth "Mo" symbolizes the spirit and will of poplar as an anti-Japanese army and people and the whole Chinese nation under the leadership of China's * * * production party, starting from its quality of "close unity and hard work".
2. In the eighth paragraph, the author directly links poplar trees with farmers in the north, and summarizes their similarities: first, they are extremely ordinary and neglected, and second, they are extremely vital. Two "symbols" write the reasons for praising poplars and point out the theme.
Third,
Instruct students to read paragraphs 7 and 8 aloud. In order to help students read these four rhetorical questions well, we can first ask students to rewrite these four rhetorical questions into declarative sentences and compare them to understand the function of using rhetorical questions.
If you read it according to the statement, the tone will be much weaker. Rhetorical questions include answers and questions, and expressing affirmative meaning in the form of rhetorical questions is more affirmative and powerful. Therefore, when reading aloud, students are required to read rhetorical mood, and pay attention to stress and pause at the same time. The teacher demonstrated and the students read aloud again and again. )
4. Ask students to read aloud the second paragraph (2-4 paragraphs) and the fifth paragraph (9 paragraphs), and think: if the article only writes the first, third and fourth paragraphs, it is also a complete essay. So why write the second and fifth paragraphs? What role does it play in expression?
Teacher's summary: The scenery of the Loess Plateau in the second paragraph plays a role in two aspects: first, it explains the' environment' in which poplars grow, and the author grasps the characteristics of the Loess Plateau-"yellow-green" color and "vast and flat terrain" and points out its "grandeur" and "greatness", which plays a positive role in describing poplars; Secondly, the author compares "monotony" and "drowsiness" with "standing proudly" of poplar, which plays a comparative role. Although the Loess Plateau is great and magnificent, it still feels monotonous without poplars, so poplars are more worthy of praise.
In the fifth paragraph, compare poplar with nanmu, reprimand the reactionaries of the national government, and praise poplar again, whose role is to enhance the militancy of the article. Finally, the full text ends with "I want to praise poplar loudly", with clear love and hate at the beginning, strong feelings and strong response.
5. Listen to the reading record (or the teacher's model essay reading) and guide the students to summarize the theme and writing characteristics.
This paper eulogizes the revolutionary spirit and indomitable will of the anti-Japanese soldiers and civilians and the whole Chinese nation under the leadership of China's * * * production party through the reverence and praise of poplars.
The greatest feature of this article is the clever use of symbolism. Through symbols, we can express strong feelings and praise the party and the people. When using symbolism, we must pay attention to the similarity of the performance characteristics between the symbol and the symbolized object. For example, the image of poplar as the upper reaches, straight branches and leaves, simple skins and tenacious struggle character are consistent with the integrity, simplicity, unity and enterprising character of farmers in the north under the leadership of the party and the strong spirit in the national liberation struggle, so it is very natural to take it as a symbol.
Six, layout exercises:
Complete "Thinking and Exercise 5 and Exercise 6"
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