Two pauses in classical Chinese in the first volume of the sixth grade

Make/play Qiu teaches two people to play chess, and one of them/concentrates, but/plays Qiu/listens to it; A person/while listening, but preoccupied with/there is a swan coming, thinking about/helping him pay/shoot it. Although he/she/he studies, he/she is willing to do so. What is its wisdom? That's not true.

Two children argued about Confucius' eastward trip to Japan. When they saw/argued, they asked why. A son said, "I set out when/the sky/people are near, and/Japan/people are far away."

A child goes far at the beginning of a day and comes near at the beginning of a day. A son said, "when the sun rises, it is as big as the hood of a car, and at noon, it is like a dish." Isn't this/the far is small/the near is big? " A son said, "It's cool at sunrise and cool at noon, like exploring soup. Is it not hot near/cold far away? " Hearing this, Confucius could not judge who was right or wrong.

The two children smiled and said, "Who/for you/for Zhihu?" "/"pause symbol.

2. In the second volume of the sixth grade, there are two cases of classical Chinese counseling in the first class. How can the next one be the first: Qiu Yi, Guo Tong/good player? Two people play/play/teach/play, one person/concentrate, but/play/listen; Although a person/listens, he is preoccupied with/having/a swan/coming, and he thinks/assists/pays/shoots it. Although/use/use all the learning, if/use it. What is its wisdom/resilience? That's not true.

The second is Qiu Yi, who is familiar with this country and good at playing chess. Let Qiu Yi | teach two people to play chess, one of them will concentrate on it, but only listen to Qiu Yi; Although a person || listens, thinking of the swan coming, thinking of | helping (yuán) bow | shooting it. Although | reference |, but F (ú →) is like (yǐ). What is it | its wisdom | Frodo and (yú)? Yue: Not | but also.

3. The first lesson of the "Two Classics" teaching plan for the sixth grade "Baidu has game learning" Teaching goal: 1, learn three new words, understand the meaning of the sentence, grasp the content of the text, and realize the truth of doing things with concentration.

2. Read and recite the text with emotion, so that it is correct, the rhythm is properly paused, and the language characteristics of classical Chinese are initially felt from repeated reading. 3. Understand the methods of learning classical Chinese and cultivate the interest in learning classical Chinese.

Teaching emphasis and difficulty: read the meaning of each sentence, punctuate the sentence correctly, and read and recite fluently. Teaching process: 1. Ask questions after reading the text roughly; 1. Stimulate interest and introduce 1. The teacher retells the allusions of Meng Mu's three movements, and the students guess.

2. Introduce the author and get to know Mencius. Students read their own textbooks: Mencius, a famous thinker, politician and educator in China, was a native of Lu during the Warring States Period.

He is a master of Confucianism after Confucius and is honored as an "elegant sage". Later generations called him and Confucius "Confucius and Mencius". He and his disciple * * * compiled the book Mencius. 3. Today, we will learn a classic article by Mencius (1), the title of blackboard writing, and question it.

(2) Guide students to read illustrations to understand the topic (there are illustrations in the courseware). What else do you want to know after understanding the topic? (2) Read the doubts 1 by yourself, read the text by yourself, read the correct pronunciation and read the sentences.

2. Talk about feelings while reading (classical Chinese is difficult to read and understand). 3. The old teacher reads (1) and listens to the rhythm, and marks the words and sounds that are paused and mispronounced.

(2) Just reading this classical Chinese, did you hear the difference between a teacher and a vernacular Chinese? Summary of reading methods: reading is slow and there are many pauses in sentences. Students practice reading at the same table. 5, indicate reading aloud, pay attention to the accent: (Hu) (Fu) Frodo and Gong (Zhuo) 6, hey, you suddenly seem to be poetic young scholars! Are there any questions after reading the text carefully? 7. problems.

Second, read the text intensively to solve doubts and doubts 1, and read the book one hundred times to reveal its meaning. If the method is just right, it will be easier to learn. Let's pick up the textbook and read the translation together. 2. Group cooperation, comparative reading of ancient prose and translation, and exploration of solving doubts.

Third, re-examine the problem of reading the text. 1. Quiet thinking and heated discussion make the teacher feel that the students are very enthusiastic about learning classical Chinese. Did you get anything? Did you find anything? Who dares to be the best in the world? -Who dares to speak first? (Raise your hand) OK! The man who dares to be the first in the world appears. Please report to everyone boldly: I found many things in the text, but the meaning is different. 2. What a great discovery: Qiu Yi, who knows this country very well/is good at playing games.

Do/play autumn/teach two people/play, one of them/concentrate, but/play autumn/listen; Although a person/listens, he is preoccupied with thinking/that a swan/is coming, thinking/bowing/shooting it. Although/use/use learning, if enough.

Why/is it its wisdom/Froude and? Yue: No/but there are. 3. Encourage students to annotate the meaning of the word "zhi" or draw the corresponding meaning in the translation.

4. Report and exchange △ "Qiu Yi, a good player in China." (1), guide students to talk about the meaning of sentences against the translation, and help students master the basic methods of understanding classical Chinese sentences with the help of pictures.

(2) The camera guides students to understand the meaning of "zhe" and "ye". Student: A person who is good at playing chess.

Teacher: You are right. In this way, the word "zhe" is strictly what "person" should look like.

Look at what you just said: the author-the person who writes the article, the reader-the person who reads the article, and the winner-the winner are all "good people", right? △ "Let Qiu Yi teach two people to play chess ... shoot when you think of a bow. Although there is reference, it is a blessing. "

(1), exchange the understanding of each sentence, and then understand the different meanings of several "zhi". (2) Everyone has read the text and now they understand it.

So, what about two people who also learn chess from chess? Why does a person study well? What about the other person who can't learn well? Health: one person is absorbed, and one person is half-hearted. Health: One person is absorbed in his study, while the other is thinking about how to shoot down the swan.

Teacher: Can you read their respective performances? Student: Find a sentence Reader: Is the intelligence of the last apprentice not as good as that of the previous one? -.Delta "What is wisdom? Say: unnatural. " (1), understand the meaning of communication sentences, and ask students to make the meaning of sentences clear in their own words and speak fluently.

(2) Guide reading and experience the tone of classical Chinese reading (in the form of question and answer). 5. What's their attitude towards learning? The idiom "One person is attentive, one person is half-hearted, and one person is attentive" comes from the article "Learning Chess". Can you also summarize their performance with different idioms? Concentrated-absent-minded-single-minded-half-hearted-single-minded-meticulous-looking around 6. Performance reading 4. Test feedback extension. Yes, because attitude is everything.

Students, come on, let's use our intelligence to make a few aphorisms for all those who are half-hearted in life and give them directions. 2, students' own warnings: 5, recommended reading to improve literacy 1, recommended reading to show "the number of games today, decimal, if you don't pay attention, you can't."

("Mencius? The original "Gao Zi" is an unselected sentence in this lesson), and the deskmate understands and exchanges, deepening the understanding of the ideological connotation of the text. 2. Collect and read short stories in classical Chinese such as "Carving a Boat for a Sword" and "Waiting for a Rabbit".

3. Expand or create a story. What happens if two people concentrate? Attachment: concentrate on blackboard design, learn half-heartedly, and get nothing. Attitude determines all the teaching objectives of "Two-Child Debate Day": 1. Organize students to read the text and correctly read and understand the new words and phrases in the text; 2. Reading the text with the notes in the book can grasp the main idea of the text; 3. Cultivate students' interest in questioning and exploring knowledge, and stimulate their enthusiasm for innovation.

Teaching emphasis: 1. Organize students to read the text and correctly read and understand the new words and phrases in the text; 2. Read the text with the notes in the text, and you can grasp the main idea of the text. Teaching difficulties: 1. Cultivate students' interest in questioning and exploring knowledge and stimulate their enthusiasm for innovation.

Teaching.

4. Two notes in classical Chinese in the first lesson of the sixth grade. Two children argued about Confucius' eastward journey and saw two children arguing. He asked what they were arguing about.

A child said, "I think the sun is closest to people when it first comes out, and it is far away from people at noon." Another child said, "I think the sun is far when it first comes out and near at noon."

A child said, "When the sun first came out, it was as big as the top of a carriage, and at noon it was as big as a plate for holding food." Isn't that why the sun looks small from afar and big from near? " Another child said, "when the sun first came out, it was cool and a little cold." At noon, it's like putting your hand into hot water. The sun is not hot when it is near, and it is not cold when it is far away? " Confucius could not judge who was right or wrong. The two children smiled and said to Confucius, "Who says you have much wisdom?" Xue is the best chess player in China.

Let him teach two people to play chess, and one of them is absorbed. As long as Qiu Yi talks, he studies. While another person was listening, he always thought there was a swan coming and wanted to shoot it down with a bow and arrow. In this way, although he followed the last one, he didn't learn as well as the last one.

Can you say this is because his intelligence is not as good as the last one? I said, that's not true.