2022年大堰河烛之武教案 .pdf
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1、学习好资料欢迎下载大堰河我的保姆(第1 课时)教学目标与要求:(1)训练朗读能力(2)体会诗歌真挚的感情(3)揣摩诗歌语言艺术,培养诗歌鉴赏力重点:把握诗人感情和思路发展脉络,体会诗人对保姆大堰河深切的怀念,同情,感激和赞美之情。难点:赏析诗歌艺术特点:一是借叙事抒情,二是对比,反复,排比等表现方法的运用。朗读的声调,节奏的处理。课型:点拨法、讨论法、朗读法、体会法教学过程:一、布置预习收集有关艾青的资料,做好文学常识卡片,读好预习提示,了解本诗创作背景,朗诵寻找诗歌表达思路和感情线索。二、导入新课母爱是世界上最伟大的爱,歌唱母亲,歌颂母爱是诗歌永恒的主题。这节课我们一起来赏析现代著名诗人艾青
2、献给他的养母大叶荷(大堰河)的赞美诗:大堰河我的保姆。三、明确学习目标(见“教学目标与要求”)四、速读全诗(1)点拨研讨作者的思路明确:这首诗以追忆往事为线索展开思路:雪景大堰河被雪压着的坟墓大堰河一生的遭遇大堰河死后一家人的命运赞美诗呈给大堰河及所有劳动人民。研讨诗的诗体特征明确:这是一首叙事抒情诗。体会诗中所抒发的情感,把握诗的感情脉络,完成思考和练习一明确:第一部分(13 节)怀念与痛掉第二部分(48 节)眷念与感激第三部分(911节)同情与控诉第四部分(1213 节)讴歌与赞美五、朗读研讨第一部分学生朗读概括主要内容:突出我与大堰河之间养育与被养育的关系。着重体会第三小节:A,景物描写
3、的意境特征:凄凉,衰败,荒寂。B,大堰河,今天我看到雪使我想起了你这一诗句反复的作用:渲染了抑郁,低沉的怀念之情。学习好资料欢迎下载C,揣摩这一小节朗读的声调(低沉,缓慢)重音及停顿的节奏六、点拨研讨第二部分问:诗人回忆了在大堰河家里生活的几个分镜头?主画面又是什么呢?八个镜头,主画面是“抱在怀里,抚摩我”(3)点拨讨论:多组镜头以排比句式组合在一起,用反复的手法突出抱,抚摸的动作的表达效果明确:增强了语气,丰富了内容,突出了重点,突出了大堰河慈爱,勤劳的形象。诗人回忆在大堰河家的生活,以把我抱在怀里抚摸我 为中心描画了8 个生活镜头,表现出大堰河对乳儿深切的母爱。(4)学生想象描述大堰河的双
4、手:粗糙,黑,骨节粗大,但非常温暖。(5)激发联想:大堰河勤劳慈爱的双手使一个贫穷的家庭充满温馨,使这个被亲生父母嫌弃的孩子得到了母爱。这双手就成了母爱的象征。请同学回忆,联想一下自己母亲双手的形状,说一说在生活中有哪些细节让你深深感到母爱的深广。朗读研讨第 5,6 小节A,点拨讨论 :回到生母家中的我的生活是富足豪华;但我的心情是忸怩不安,请谈谈个中缘由明确:仅有物质生活但没有爱。B,研讨诗人如何借助对比的表现手法来表达对大堰河的深厚感情明确:鲜明的对比更能显示大堰河家是贫穷的,但充满了爱;我的家是富有的,但缺少爱。想起这些,诗人心里充满了眷恋与感激。作业:课后认真读诗,体会作者在诗中所表达
5、的对大堰河的情感,并试着在朗读中表达出这种情感。第 2 课时教学过程:继续研读诗歌:第 7 小节,讨论:大堰河在忙碌,贫困的生活中为什么总是含着笑?(态度:笑忙碌的工作:洗衣洗菜 切菜 喂猪 炖肉 晒麦)明确:大堰河纯朴,宽厚,如同祥林嫂命运悲惨,但很容易满足,靠双手吃饭,并无过多的祈求,诗人对大堰河既赞美又同情。朗读研讨第 8 小节用一个词概括本节内容:深爱。点拨讨论 :诗中哪些细节表现了大堰河对乳儿的深爱明确:切糖,贴画,赞美乳儿,做梦。点拨讨论:为什么说大堰河的梦表现了大堰河对乳儿的深爱?明确:这是大堰河对乳儿的祝愿,期盼乳儿长大,成人,成才,成家,生活美满。文档编码:CM10U1L1N
6、3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS
7、3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N
8、7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG
9、9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10
10、G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档
11、编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM1
12、0U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9学习好资料欢迎下载由此可见大堰河内心世界丰富美好七、点拨研讨第三部分(1)揣摩朗读的声调与节奏明确:抑郁,哀伤,沉重,缓慢。(2)点拨讨论:大堰河的墓是渺小不起眼的,这表明大堰河死后得到的很少很少
13、,而大堰河一生付出却是那样的多,这说明了什么明确:社会的不公道。指导学生用憎恨的语气朗读11 小节点拨:大堰河出身贫苦,地位卑微,但她勤劳,善良,淳朴,仁厚,像一座令人肃然起敬的雕像,永远矗立在诗人的心中,同时也将会矗立在我们每一位读者的心中,让诗人及每一位读者情不自禁地唱一曲赞美诗呈献给这位神圣母亲。八、鉴赏体会第四部分(1)播放配乐朗读录音(2)讨论大堰河的灵魂为什么是紫色的明确:紫色象征高贵,紫色的灵魂,热切地赞颂了大堰河高贵美好的心灵。(3)讨论:这首热烈,深沉的赞美诗仅仅呈给大堰河一个人吗明确:不仅仅献给大堰河,也呈她儿子们,呈给千千万万大堰河般受苦受难劳动人民。九、总结全文今天,我
14、们一起学习了这首诗,理请了诗人由现实到回忆,再到现实的抒情结构,体会诗人起伏跌宕的感情旋律。三十年代末的上海,一位著名诗人见到了艾青,曾激动的说,德国有莱茵河,法国有塞那河,埃及有尼罗河,那么,我可以骄傲的说,中国有大堰河。是的,如果把诗人半个世纪的创作看 成是一条巨大的河流的话,那么,大堰河就是他永不枯竭的源头。教师小结:艾青的这首诗感情真挚,全诗通过一组组意象排列写了大堰河凄苦的一生的片断,构成了由怀念到感激由同情到控诉再到赞美的跌宕旋律,借助于排比,反复,对比等手法表达了诗人鲜明的爱憎。十、布置作业1、反复朗读,读熟全诗(课外阅读艾青诗作:雪落在中国的土地上 手推车我爱这土地给乌兰若娃礁
15、石)后记:2、研讨与练习二、四题。板书大堰河:勤劳 善良 仁厚 慈爱我:怀念 感激 憎恨 赞美文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文
16、档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM
17、10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1
18、N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 H
19、S3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4
20、N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 Z
21、G9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9学习好资料欢迎下载烛之武退秦师(共三课时)目标平台1、了解和掌握文中的文言
22、实词和虚词的意义用法。2、了解左传这部编年体史书的基本情况及其在中国文学史上的地位。3、赏析人物形象,把握塑造人物形象的技巧。4、学习古人再国难当头,不计个人安危得失、顾全大局的爱国主义精神。教学重点:1、了解和掌握文中的文言实词和虚词的意义用法。2、掌握文言句式,理解文章的脉络。教学难点:1、理解高超的劝说艺术。2、赏析人物形象,把握塑造人物形象的技巧。第一课时(预习案)一、教材辅读1、关于左转(学生阅读“模块测评”14 页“文学常识”)“传”是注释或解释经义的文字。2、史书体例(1)、编年体:以年代为线索编排有关历史事件,如左传。(2)、国别体:以国家为单位分别记叙历史,如战国策。(3)、
23、纪传体:通过记叙人物活动反映历史事件,如史记。(4)、纪事本末体:以事件为主线,将有关专题材料集中在一起,首创于南宋的袁枢,如他的通鉴纪事本末。另外补充:断代史:记录某一时期或某一朝代的历史,如汉书。通史:不间断地记叙自古及今的历史事件,如史记。3、了解背景(学生读“模块测评”14 页“写作背景”)4、整体感知A、加强诵读。要求读准字音,读清句读。B、疏通文意。要求翻译全文,字字落实。“以课本为主,参照注释,适当参考课外书”二、预习检测见“模块测评”14-15 页“基础梳理”三、作业课后细读课文,思考下列问题晋、秦两国为什么围攻郑国?郑伯是怎样说服烛之武的?烛之武用哪些实事和事理说服秦伯的?其
24、中哪一点是关键?晋文公为什么不愿向秦军进攻?文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N
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