High school poetry testament i. Pptx is shared by members and can be read online, and more about it, high school poetry testament i. Pptx (31 pages) is available online。
Click here to edit parent-title styles, click here to edit parent-text styles, level ii, level iii, level v*, click here to edit parent-title styles, level iii, level iv, level v, poetry, words, recognition, (i) in the new curriculum standards for high school languages, poetry is targeted, students are educated to appreciate poetry, develop their own emotional world, develop a healthy sense of beauty, improve literature, learn a sense of poetry, learn a sense and attitude, prepare an initial view of poetry, present a picture, present a face, present a picture from different angles and at different levels, present a new view, present a view from a face to a face, present a view from a face to a face, present a view from a face to a face, present a description of a face to see a face to see a face with a view to history and a modern view, and give an appropriate assessment of the requirements for poetry, like, language, expression to a face and attitude; read a face to face a face to face, present a face to face to face, present a face to face to face, and express a face to view to a face, and a face to face。
How efficient is it that the chorus, the chorus, the hymns, the hymns, the hymns, the hymns, the hymns, the quilts, the questions, the questions, the lines, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words, the words in poetry, the great majority of poems are spoken, and in the retrospect of poetry, we have a close relationship between poetry and essays, “the essay is an extended poem, the poem is a condensed essay”, which lays the groundwork for the post-rescientific re-reading of essays, 03, the adhesion of poetry, rain bells, the cold, the cold, the cold, the drying of the pavilion night, the early break of the rain, the rest of the door, the rest of the night, the place of love, the canopy of the canoes, and the eyes of the tears, but without words, the smoke of thousands of miles, the dazzle of the sky, the many emotions that have left each day, and where is the cold and the cold of the night? Who is it more important to say that yoyoshi and xiaofeng should be a beautiful place to live, even though they are a thousand different? And what's the effect of that? , from the point of view of presentation, please try to analyse the bottom lines of the words in conjunction with the specific words。
The rationale and basis for choosing the label: rainbell is the representative of song dynasty's euphemism, which has a rich image, a strong emotional colour, and multiple expressions and techniques that most closely reflect the demands of the new curriculum standards to achieve a three-dimensional goal of poetry, rainbell is selected for the third volume of the textbook, with seven main words, which are familiar to students, help to eliminate fear, spread, rain bells. It is also a high-archaeological poem that is consistent with the ability of the test to describe the importance of poetry and the ability of the ancient poems to write the two points of reference, to be set up as labels to promote recitation, to further recitation, and, thirdly, how to use poetry to mark the subject? (a) operational steps: read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, read, used, used, used, and enhanced memory comparison analysis; what kind of knowledge do i lack, and what methods and patterns do i have in mind? How am i supposed to respond to these verses? The first course focuses on the knowledge, methods and steps that students need to take in order to appreciate such poetry by analysing the subject。
Read, understand and understand poetry as a whole (proportion of title, knowledge of poets and their backgrounds, “know the world,”) and think and answer: in terms of the ideological and emotional categories, what are the categories? How do you recognize poetry? The students return to textbooks, notes, retrospects and apply the entry points of the pedestals by appreciating the knowledge and reconciliation techniques learned by such poems: what are the types of feelings that are clear in the drawings of the images, what are the basic features of the images, what are the artistic images of hatred, what are the basic features of images, what is the meaning of images (the content of ideas and perceptions), what is the meaning of images (the content of ideas and attitudes) and what is the meaning of love and affection? In what way? Please provide a detailed analysis (the euphemism) of why the image analysis is used as an entry point for poetry. Instead of doing post-verbal questions, because of the purpose of the linguistic poems: linguism (poetry), the poet's feelings are not directly narrated, but rather permeating between words, “intentionally, in three points”, expressed through scenes, objects (images), analysis of the images and characteristics of the mind to understand the image of the person and the emotional essence of the person, which is shallow, in line with the student's understanding patterns, 1, 2, step 5: the main expression techniques used in the words of analysis。
1, which expression techniques (artistic techniques) are used in the analysis of the work, (inclusion, false appearances, transitions), 2, and how are these expressions used in the work,?, 3, and what are the emotional expressions? After thinking about the answers, the students will answer the two questions that follow: 1, and what is the impact of this? 2, from the point of view of presentation, for example, an analysis of the understatement of the words, with the benefit of previous analyses, the two questions are solved and the knowledge of poetry is appreciated? What do i lack? One, how can i answer such poetry? Three, what methods and patterns are used to recognize poetry? I'm still lost and confused? Ii. Lead students to a summary of their reflections. Stakeholder analysis, through examination of feedback, to identify weaknesses (not available),01 and poor knowledge: confusion of expression and speech techniques, 02, error of speech, failure to grasp the subject, lack of depth of reflection, 03, neglect of reference writing background and post-poetry notes, taken out of context, partiality, 04, incompetence, imagination, perception of poetry, 05, insularity, irregularity of answer, 06, response measures (summarized by students), enhancement of terminology accumulation and attitude to the subject: image, language, expression skills, intellectual content and opinion; clearance of subject matter, locking in solution points; mobilization of knowledge accumulation and problemus accumulation by drawings, clear steps to regulate organizational answers; learning to analyse the meaning and emotions of poetry by “conversion” of words and the use of related terms; presentation of clarity, logic and writing。
7th step: summarizing the way in which the poetry of love is captured, what methods, patterns, techniques are used to complete the subject? With regard to the content of poetry, the following lines of thought: 1, beginning with the impression, one with loyalty to the original poem, two with the intention of creating it with one's own association and imagination, with the desire for precision and beauty in the language, 2, combining the background and the notes with words, synthesizing the image, grasping the image in the poem, 3, summing up the final words of the emotional thought to be expressed, with regard to the expression skills, the steps of response (three steps): first step, with one or two words, with the second step, with the words of the poem, with a specific analysis of this technique, with the third step, with an indication of how the author's feelings are, and then with the strengthening of memory, and why is the answer of the technique taken in three steps? From an editorial point of view, the expression technique, as an element of form, serves the expression of content, so the use of the expression technique ultimately goes back to the emotional aspect of the content of poetry, and one of the criteria for evaluating whether a student will appreciate poetry is whether it can be analysed in conjunction with the specific words of the poem, and the methodical process of answering questions is also a landmark, and the second lesson is to further consolidate the knowledge, methods, steps of the appreciation of love poems in the light of the teachings of slavery, and the comparison of the words of the red scrap to the reading of the rain bell. This retrospect provides a review of the basic knowledge, master knowledge, entry points, focus points, basic methods and patterns, and shows the enormity of the subject。
Once again, take stock of the entry points, points of appreciation, points of focus, points of error, basic methods and patterns, one-on-one, one-two-three, eighth step, comparison of benefits: soo-chul, go, go, go, go, go, go, go, go, go, go! Why is it different? At the end of the next table, students will appreciate the difference between the two words: once again, reread the title, recite the rain bell, review the knowledge, methods and steps of the word, 01, and then expand the reading to require students to use the methods and steps of poetry summarized in the title of the pole, to recognize other poems and to develop their abilities. 02, 3, to expand the practice, to the end of the sentence, (i), totet, twit, tsing yang, the fragrance of the spring wind, the mud, the thawing of the swallows, the sand, note: this poem is written by the poet, “four campaigns in his first year of life”, and after the run-off, to settle temporarily into a house hall of grass. Question: what is this poem about? What's the point? The first two sentences of the author's and the author's background re-analyse the image of the first spring, the warm sun, the greens of the four wilds, the brooks, the first flowers, the greens, the fragrances, and the fragrance of the fragrances, paint a beautiful static picture from the big picture。
In three or four sentences, it's muddled, muddled, sandy, after the poet's run away, the comfort of temporarily settling in the pastures, in the face of the joy of the birth of the first spring, the joy of the joy of joy, the clarity of the mind, the great poetry, the skill of expression: the skill of moving together, the work of the pen, the country of the south, the wang anshi, the north song, the dream of a dream in the four centuries since the great state of gudiang, the dream of a man's death, the rosy clothes of his generation, the flowing around water, and the joy of the city up to the top, and down to the top of the city, and to look back at foreign minister anshi's skills of expression, which is a long time ago in king anshi's reign in the golden palace, and the past of his past loss, he has a very complex heart, which is also hidden in his poem. An ancient comparison, a false combination; an expression of inner self-inflicted “up-to-the-top”, by the typical action of “walking around”, “up to the bottom”, “up to the bottom”, “up-to-earth”, in a dictionary (used by wang bo of tang, the queen's poems, poems), iii, in the purpose and effect to be achieved through the application of the subject: 1, to guide students to the master's knowledge, methods and patterns of (leave students to learn) poetry, and to apply those knowledge, methods and patterns in order to appreciate more philosophies, (2) to develop and develop the student's appreciation, appreciation, ability to understand, to associate with imagination, analytical synthesis, and finally to reach the new language curriculum standards, and, in the examination, to explain the objectives of the ancient poems, the students will be able to respond quickly with hymns, blue scripts, according to the methods, steps, accurately grasping the poems, “know their intentions” and norms。
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