1. Text analysis: Candle Defeated Qin Shi is selected from Zuo Zhuan, a historical prose in the pre-Qin period. This article describes Enemy at the Gates, where the army is under siege and Zheng is in danger. The story of the alliance between the two countries in Qin Jin was broken, and the two troops withdrew automatically, without a single shot.

2. The position and function of this course in the teaching material: "Candle Ci Qin Teacher" is the intensive reading text of the second unit of the Chinese compulsory course/kloc-0 of the Standard Experimental Textbook for Ordinary High Schools published by People's Education Press, and it is also the first classical Chinese that students come into contact with after entering high school. It is particularly important to guide students to learn this text well, teach them the basic methods of learning classical Chinese and help them build up confidence in learning classical Chinese well. The new curriculum standard advocates mobilizing students' learning enthusiasm and pays attention to cultivating students' autonomy, inquiry and cooperation ability. Based on this concept, in teaching, students should be encouraged to read and explore independently, dredge words and phrases, question and ask difficult questions, and discuss cooperatively; Then focus on breakthroughs and discover innovations. At the same time, we should guide students to use their brains, compile Chinese knowledge cards and accumulate language knowledge.

3. Teaching objectives:

A. Knowledge and ability goal: Understand the relevant knowledge of Zuo Zhuan, understand the meaning of words and phrases, and read the content of the article with the help of notes and reference books. Understand and sort out the meaning or usage of common classical Chinese content words, classical Chinese function words and classical Chinese sentence patterns.

B process and method objective: under the guidance of teachers, read and understand the text, cultivate students' learning style of "independence, cooperation and inquiry", lead students to understand the meaning of keywords, and retell the text content in modern Chinese.

C. Emotional attitude goal: learn the patriotic spirit of putting personal safety at risk and safeguarding national security when the country is in danger.

4. Teaching emphases and difficulties:

Teaching emphasis: reading and retelling the text, reciting the text, understanding words and phrases on the basis of grasping the meaning of the text, and accumulating some content words, function words and sentence patterns in classical Chinese.

Teaching difficulties: appreciation of candlelight martial arts rhetoric.

5. Teaching methods and learning methods

Chinese teaching should attach importance to the whole teaching, accumulation, feeling and edification, and to the cultivation of Chinese application ability and language sense. The most effective way is to read aloud. Learning this article, mainly using reading method (supplemented by questioning method, discussion method, inquiry method, etc. ). In the process of reading aloud, feel and master the words, phrases, structural content and language sense of the article, and lay a good foundation for further understanding the text. At the same time, by asking questions to stimulate interest, let students discuss, explore and solve problems in their interest, and on this basis, guide students to accumulate classical Chinese vocabulary.

In the study of law, delineation, sketch and annotation are mainly used. Refer to notes, use your head and talk, and cultivate students' ability to acquire knowledge independently. Guide students to read correctly.

6. Teaching time: two hours.

Teaching process design

first kind

Teaching philosophy:

First reading the text, overall perception; Dredge the meaning of the text and explore it yourself; Accumulate words and organize notes.

Teaching steps:

First, students learn the text by themselves.

1. Read the original text 1 ~ 3 times, understand the text with reference books and notes, and finish exercise 2 after class.

2. Consult relevant materials or search on the Internet to understand the relevant contents of Zuo Zhuan, the five tyrants in the Spring and Autumn Period, the death, the good, the Zheng-Chu alliance and other texts.

3. Have a preliminary understanding of the story and summarize the contents of each paragraph in concise language. Finish the exercises after class 1.

4. Draw sentences you don't understand and ask questions. Complete thinking and exercise 3.

The above preparation is based on cultivating students' habit of learning classical Chinese by themselves, attaching importance to students' Chinese practice activities, and allowing students to actively learn and explore in the teaching process. )

Second, organize the self-study cards (see appendix)

The purpose of the above preview is to cultivate students' hands-on and brain-thinking ability and urge students to form good habits accumulated over time. Self-study cards can be printed uniformly or designed by students themselves. )

Second lesson

Teaching philosophy:

Discuss problems and clear your mind; Hook the abstract and read it as a hymn; Analyze images and appreciate rhetoric.

Teaching steps:

First, check the students' preview.

1. In ancient Chinese, monosyllabic words dominated, while in modern Chinese, disyllabic words dominated. Explain the following monosyllabic words in the text to realize this feature. (After-class Thinking and Exercise 2)

Tired of defending our country at night and quitting our teachers.

Reference answer: (face-die in the morning-tired of extinction-satisfied? The country-the national guard-guards the night-at night? Danger-danger department-army and-resignation-rejection)

2. The title of this paper is "Quit Teacher Qin by Candlelight". Please add a word or phrase before "Quit" to make the meaning clearer.

The power of candles (? ) Exit Qin Shi

For example: three-inch golden tongue, witty remarks, clever tricks and so on.

Please summarize the content of each paragraph in concise language. (Each paragraph is summarized in four words)

For example, the first paragraph: Wei Zheng. The second paragraph: Order at the critical moment. The third paragraph: retirement from the Qin Dynasty. The fourth paragraph: forcing Kim to retreat.

Second, guide students to read the text for the first time and feel the whole.

1. Introduce the benefits of reading and stimulate students' enthusiasm for reading.

2. Students read the full text for the first time, paying attention to pronunciation, pause, speech speed, stress, tone, etc.

3. The teacher demonstrated reciting.

Third, guide students to recite the text paragraph by paragraph on the basis of understanding.

The first paragraph:

1. Show "Schematic Diagram of Surrounding Zheng in Jin and Qin Dynasties"

2. The teacher briefly introduces the map of Kevin·Z, Qin Jin:

This is the state of Qin, and the capital is a backwater. This is the state of Jin, and its capital is crimson. This is Zheng, the capital of Xinzheng. Jin was adjacent to Zheng, and Qin attacked Zheng. Indeed, as Zhu Wu said, "It's a long way to cross the country." At that time, 8 jin j was stationed in hanling, north of xinzheng county. Qin Jun is stationed in the south of Surabaya, not far from Xinzheng. The army is under attack from all sides, and Zheng is in danger. The Battle of Candles Defeated the Teacher of Qin describes a diplomatic struggle before Qin Jin attacked Zheng. The power of candles is the protagonist of this diplomatic struggle. It's not easy for him to go to the State of Qin alone and say that he wants to return to Qin Jun.

3. Reading instruction:

"Rude to Jin, rude to Chu" is the key sentence in this paragraph. Speak slowly, especially at "He", and the word "Ye" should be lengthened. After reading this sentence, there was a pause, and then the sentence "Jin/Jun believed in Lingjun, Qin/Jun South" was revived. There should be a pause after Jin and Qin. Because "army" is used flexibly as a verb here, it is said that when "stationed".

4. Answer the teacher's questions with the text:

(1) Zheng Dangshi is facing-

(2) The reason for the siege of Zheng is-

(3) Qin Jin is stationed at-

This paragraph is only 25 words, but it tells a lot. What are they?

Qing: ① Surrounding Zheng, fierce; The weak state of Zheng is at stake. (2) "Rude Jin, rude Chu" not only reveals the reasons for encircling Zheng, but also implies that Zheng has an opportunity to make use of it, which lays the foundation for "the force of candlelight retreats from Qin".

6. Students recite the first paragraph.

Second natural segment

1. How many words are there in this paragraph?

2. Students read the text in roles.

3. Comments and guidance: "National Crisis" should be read with a heavy heart. "If you make the candle force see Qin Jun, the teacher will retreat" should be read firmly, showing thoughtful intentions. "I am strong, not as good as people; Now that I am old, there is nothing I can do about it. " I can only waste my life, which is a helpless lament. I want to read the sad tune. And Zheng Bo, facing the injustice of candlelight, did not show any dissatisfaction, but listened to advice, reflected on himself and was sincere. Therefore, Zheng Bo's words must be read calmly.

Students read aloud in groups of four and try to read out their feelings.

5. Students recite the second paragraph.

The third natural segment

1. All students read.

2. Reading instruction.

(1) "Qin, Zheng all know his death", read calmly, sincere and credible, won the favor of Qin Jun.

(2) "If Zheng's death is good for you, if you dare to bother the deacons, you will know it is not easy to cross the country. How to use the dead Zheng to accompany the neighbors? Neighbors are thick and gentlemen are thin. " Read it gently and tactfully. But "why use the dead Zheng to accompany the neighbors?" This rhetorical question should be recited a little higher, and the tone of the rhetorical question should be read out; Then slowly read "thick neighbors, thin kings." Because these words are intended to impress Qin Bo and point out the hypocrisy of the Qin Jin League.

(3) In the sentence "Give priority to giving up Zheng, do not harm people with all your luggage", it is more sincere to lure Qin Bo from another angle with candles. At medium speed reading, the word "if" will lengthen. Pay attention to the pronunciation of "* * *" in "it is exhausted".

(4) "And your smell was given by Jin Jun. Xu Jun was in a hurry, and it was defective. He even made a version in the evening, as you know. Fujin, why bother? If you want to seal the east and seal the west, how can you get it if you don't lack Qin? This sentence, "only the monarch seeks it", is a successful persuasion after analyzing and inducing interests, that is, accusing Jin of treachery and greed. Therefore, when reading, you should have a sense of anger and be faster than before, especially "Fu Jin, what is there to hate?" "If you don't miss Qin, how will you take it?" The rhetorical tone of these two sentences must be read out. Then read out the sentence "it is good for Jin to be absent from Qin, and it is good for you only" in a gentle and sincere tone.

3. The center of this paragraph is the story of Qin Jun, with only 125 words. How many layers can it be divided into? (fifth floor)

Zheng dared to disturb the deacon when he knew he was dead.

When the country is far away, Zheng accompanies his neighbors (its harm) [observable] [discrimination of interests]

Retire from Qin's home * * * Its tiredness (its benefits) [its benefits can be expected]

You have set (its virtue) for the Jinci dynasty [historical facts can be proved] [lessons of gratitude and resentment]

The east is closed to the west, and the west is closed to Qin Jin (its meaning) [the disaster is measurable]

4. Why can Candlewick quit Qin Shi in a few words? What is the beauty of its lobbying?

Tip: There was no just war in the Spring and Autumn Period. The starting point of all wars is "profit". The power of candles is to make a fuss about "profit".

The following analysis is for reference-

(1) Use "profit" skillfully to attack psychology.

The siege of Zheng by the state of Jin had nothing to do with Qin, who sent troops. First of all, in the Chengpu War in 632 BC, Qin Jin belonged to a military group, and there was a covenant relationship between them. Second, Qin Mugong wants to make profits to expand his power. Of the two reasons, the second is the main reason. Wu Zhu saw clearly his psychology and said bluntly, "When you besieged Zheng, Zheng knew that he was dead. If Zheng's death is good for you, dare to bother the deacon. " As a citizen of Zheng, Candlewick Wu first talked about the situation of his own country, which means that Zheng's demise is an established fact, so he can't help but consider Zheng's interests. But was Zheng's land finally acquired by Qin or Jin? This is still unknown. From this point of view, speaking from the standpoint of Qin not only eliminated Qin Mugong's wariness, but also won the favor of Qin Mugong. "Give up Zheng's thought that the host, luggage exchanges, * * * it is exhausted, and you are harmless." Through the concession hypothesis, the benefits of not attacking Zheng are inferred, and Qin Bo is tempted by interests; I hope that for the benefit of Qin State, I will give up the plan of besieging Zheng and keep my word, thus strengthening my determination to tear up the contract with Jin State.

(2) Using "harm" skillfully to analyze the situation.

From a realistic point of view, "Qin Jin encircles Zheng, and Zheng knows his death." What happened after Zheng died? If the state of Qin gets the land of Zheng, it will be difficult to "cross-insult", and even if it does, it will be difficult to govern; If the state of Jin wins the land of Zheng, "the neighbors are thick and the princes are thin." In a word, Zheng Can's death will only benefit the state of Jin, not only the state of Qin, but also the state of Qin with "thick neighbors". Second, from the perspective of development, "If you want to seal Zheng in the east and seal it in the west, there is no shortage of Qin. How can you take it?" With Kim's insatiable greed, he really felt the danger and made a quick decision, otherwise it would cause endless harm. The rhetoric of candles is to the point, powerful and prominent with questions. It's really powerful and sharp.

(3) Use "history" to alienate people.

The art of "Candlelight Lobbying" played an important role in the critical autumn of Jin, Qin and Kevin·Z.

Candlewick knows the relationship and contradiction between Qin Jin and China. After meeting with, he never mentioned Zheng's interests again. While attacking his psychology with "profit" and skillfully analyzing the situation with "harm", he did not forget to alienate the relations between the two countries. If the dispute between "Zheng Wu" and "Shezheng" is still hidden, then he took out historical facts and said, "You have tasted the kindness of Jin Jun, and Xu Jun is anxious and flawed, and he made a version late." He pointed out that Kim's kick down the ladder, ingratitude, and * * * are all naked to provoke relations, which not only makes Qin Mugong feel futile, but also makes him feel that danger is coming. It's amazing that the candle in the candle only uses the word 125 to play tricks.

The success of candlelight lobbying also depends on the appropriateness of language. An envoy of a small country facing the danger of national subjugation, facing the monarch of a big country, was originally asking for help, but he was humble and calm, did not stimulate the other side, did not lose his dignity, and was earnest, forcing the other side to submit. It can be said that it is reasonable, beneficial and restrained, thus successfully completing the lobbying task.

"Wu Zhu" fully shows the triangular interest relationship with Zheng, which is accurate, profound, unique and convincing. First, it is not good for Qin State to destroy Zheng State: "The country is far away, and you know its difficulties." "The neighbors are thick, but the princes are thin." Second, the immortality of the State of Zheng did no harm to the State of Qin: "If Zheng was the host, there would be no harm in all luggage exchanges." Third, there is something wrong with the belief of the State of Jin: "Besides, your taste is given by the State of Jin, and Xu Jun is anxious and flawed, so he will set up a version at night." Fourth, the state of Jin is the most ambitious, expanding and dominating, which is the essence of the state of Jin: "The east seals Zheng, and the west wants to seal it. If you don't miss Qin, how can you take it? " Looking at the theory of the power of candle again, the four meanings connected by the words "if", "qi" and "fu" are interlocking and layered, such as thunder in early spring, which is refreshing and puzzling, and like a fighting eagle, which is agile and powerful. These four meanings contain great wisdom, so they can give each other a strong impact. After some discussion, Qin Mugong came to light like a cloud. Instead of besieging Zheng, he ordered three generals to stay. The Qin Jin League split and the relationship between the two countries drifted away. Three years later, the two sides confronted each other, and three commanders of Qin Jun were captured, but none survived. To sum up, the success of Candlewick Martial Arts lies in properly grasping the local national conditions and human feelings at that time and accurately using each other's psychology, so he succeeded. The power of candles is self-confidence. He is confident that he has the ability to guide Qin Mugong's thinking. He believes that it is only a moment to be in groups. His confidence came from his insight into the international situation at that time. His wisdom is superior to all others. He is clear-minded, thorough in reasoning, calm and detached. In this sense, he is really a flower growing in the secular world, with a unique fragrance and a refreshing and pleasant face.

Projection: ancient people's comments on the overall evaluation of candlelight martial arts-

There is nothing wrong with this statement, and there is nothing wrong with it. There were many ancestors in the Spring and Autumn Period. This is not a special ancestor who resigned through the ages, but also a teacher who is difficult to change through the ages. Bow, bow! -Wei Ming Xi "Zuo Zhuan Shi Jing Chao" Volume 4

The order to retreat from the Qin dynasty is full of potential. -Qingpu Qilong's "Interpretation of Ancient Chinese Eyebrows" Volume III

The power of the candle is for the country, and Qin's words are shocking and powerful. Among them, the layers are stacked, and there is still a shortage of soldiers in the war. There is no way to turn, regardless of the fall of Qin Bo. -Lin Qing Yunming's Interpretation of Ancient Chinese Word Meaning, Volume 1

1. Students read this paragraph repeatedly until they finish reciting it.

Check the recitation content

The fourth natural segment

1. Choose a classmate to read this paragraph.

2. Comments and guidance:

In the sentence of "micro/madam's power/not so", the consequence of "micro" is pause, because "micro" is a conjunction, meaning "if there is no", while "madam's husband" is a demonstrative pronoun, meaning "that". In the sentence "because of human strength", there should be a pause after "because of human strength"

3. Read and recite the fourth paragraph.

Fourthly, guide students to analyze the characters of candle martial arts.

1. What do you admire most about the power of candles?

For example, in paragraph 1 of the article, it is written that the national disaster is at the head and the candle is strong. No matter how old or weak, I am willing to accept your order and go to Qinying. "righteousness" in times of crisis

"Going out at night"-"Courage"

When I met Qin Jun, I made a short speech-"Wisdom".

2. What are the characteristics of this article in characterization?

The language of Candlewick Warrior, whether complaining or rhetoric, shows that he is not only eloquent, but also deeply aware of the righteousness, witty and brave. In particular, the Qin dynasty's weightlifting, supercilious, euphemistic and tortuous, step by step, more concentrated performance of the image of an excellent debater. These are all positive descriptions. Fox's recommendation, Zheng Bo's remorse and the fact that he retired from the Qin Dynasty all set off this character from the side.

3. What does the image of the power of waving candles give us?

Verb (abbreviation for verb) assigns homework.

Draw some couplets according to the text.

For example:

A three-inch tongue can turn the tide and save the country, and some well-meaning words and feelings can stir the soul.

Qin Bo backed down, and Jin Hou lost his allies when he saw profit-Qin Bo and Jin Hou;

The eyes of the fox are clear to the debater, and the language of the candle is wonderful to Teacher Qin.

Jin Wengong's insatiable and ruthless ally, candles make sense, so let's go to war.

The fox holds the debater's fruit, and the power of candle makes Qin Shi Shu stand out.

Qin Jun adopted the policy of retiring from the unknown, and Zheng Bo recommended envoys with scholars.

The soldiers of two heroes must want to destroy Zheng, and a minister can solve the problem with a golden tongue.

The blood is rolling, and the brave is witty. In a few words, you go A war was buried from then on.

I am very worried about the situation around Zheng, and I only have to avenge Jin Hou. Fortunately, Zheng has the power of candlelight, and when he retired, every soldier did not move.

In the middle of the night, Qin Zhang debated and talked about interests with clever words. A word is like a sword, cutting off the relationship between the two families for a hundred years.

In times of crisis, he was ordered to serve his country and went out to see Qin Bo alone at night. Xiao split the enemy alliance with interests, and his eloquence lived up to expectations.

When you are in danger, stand up and the subject of work will win a reputation for yourself. But articulate, said to return Qin Bohu.