Teaching design of thinking in a quiet night

Teaching objectives

1. Read and recite the text correctly and fluently. You can say the meaning of this poem in your own words.

2. I can know ten new words "quiet, night, thinking, bed, front, bright, lifted, low, so, hometown" and write down three words "hometown, head, yes" and the word "moonlight"

3. Understand the meaning of ancient poetry, express homesickness, and inspire students to love their hometown and their loved ones.

Teaching focus

1. Know 10 new words and write 3 new words.

2. Read ancient poems and read poetic charm.

Teaching difficulties

1. Read and write.

2. Read ancient poems and experience their feelings.

training/teaching aid

Teaching wall chart (or courseware), audio tape.

Teaching time

One class.

teaching process

First, reveal the theme and introduce the author.

1. Introduction: We have learned many ancient poems. Who will read or recite one of your best ancient poems for you first? (Students read aloud. )

Today, we are going to learn a new ancient poem.

2. Write it on the blackboard and explain the topic. Quiet night.-quiet night. Think.-think. Teacher: The author of this poem is Li Bai, a famous poet in the Tang Dynasty. This poem describes what the poet saw and thought in the late autumn at the foot of the mountain.

Second, try to read aloud and get a preliminary perception.

Listen to the tape.

Listen to the tape. The teacher asked: What did the poet see at the foot of the mountain in late autumn? what do you think?

(2) Open the book and listen to the tape.

2. Read the text freely: draw the new words in the text and pay attention to pronunciation.

3. Read the text by name.

4. Read the text in groups.

5. Group discussion: What did the poet see at the foot of the mountain in late autumn? what do you think?

Third, start from the whole and understand the general idea.

1. Show the courseware (or wall chart), the teacher will describe the picture roughly and the students will repeat it. Teacher and student evaluation.

2. The teacher reads the text aloud. Students compare the pictures with the text and talk about the theme of the poem.

Fourth, read by clauses and understand poetry.

1. Read the first poem aloud and think: Do you know when this poem came from? (at night. What did the poet see? (Bright moonlight. Where did you see the moonlight? Far away from home. ) Where can I tell? You can see from the fourth sentence in the poem. )

2. Read the second line and think: What does "doubt" mean? I think. What does the poet think the frost on the ground is? (moonlight. )

3. Read and discuss. Talk about the meaning of one or two lines. There is a touch of silver moonlight in front of the bed, thinking that autumn frost has fallen in front of the bed. )

4. Read the third and fourth lines by name and discuss: Is it frost or moonlight?

(1) Which words in the third and fourth lines have opposite meanings? ("head up" and "head down". )

(2) How to understand the word "hold your head high"? (look up. What does the poet see when he looks up? Keep your head down what do you think?

5. Read and discuss. Try to say the meaning of the third and fourth lines. Looking up and seeing a bright moon hanging high in the sky outside the window, I can't help but lower my head and miss my hometown. )

Fifth, experience feelings and guide reading.

1. Look at the picture and feel, imagine: the poet leans against the window and looks at the bright moon. What will he think of at this moment? Stimulate imagination and express your views around homesickness. )

2. Guide reading: This poem expresses the homesickness of poets who are far away from home. How can we understand this kind of thoughts and feelings? Pay attention to rhyme, pause and stress when reading aloud. )

Thoughts in the dead of night

Before going to bed, the bright moon, lights,

It is suspected that it is frost on the ground.

Looking up at the moon,

Keep your head down, think about the past and your hometown.

Six, reading and writing, guiding writing.

1. Show your card to read.

2. Memorize symbols.

(1) Method of sharing memory fonts.

(2) Communication with the whole class.

(3) Emphasize that "low" cannot be dropped.

3. Guide the writing of "Head, Township and Yes".