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Word版本,下载可自由编辑年赠汪伦教学设计方案24篇赠汪伦教学设计方案篇一

1、引领同学自读古诗,理解字词,读懂诗意。

2、体会诗中所表述的与伴侣的深厚友情。练习感情朗读古诗。

3、掌控学习古诗的一般方法,并学会积累古诗。

体会诗中运用夸张、比方的方法表述感情的方法。

同学课前收集描写送别的古诗

教学时间:三课时

第一课时

上课时间:

教学过程

谈话引入

初读课文

引领思索

读中体会感情

一、感情调动,导入课题:

1、板书“佳节”

师:同学们喜爱过节吗?为什么呢?

2、师:看来,大家在过节时都是开快乐心的,不过,唐朝有位诗人(课件诗人背影)在重阳佳节这天,却道出了这样的感叹:(课件“每逢佳节倍思亲”)熟识吗?哪儿见过?(课件古诗)

二、初读古诗。

1、想读吗?那就大声地读吧!把字音读准,诗句读顺。

2、生自由读。

3、指名读,正音。

4、还想怎么读?(按同学设想读)

5、同学们真不错,字音读得准,诗句也读顺了。这首诗读了这么多遍,你读明白了什么吗?

6、生沟通。(茱萸介绍)

7、明明是合家团聚的重阳佳节,诗人为何会有如此的感叹呢?让我们走进这首诗背后的一段故事中,你可能会有新的感受。

三、读文悟情。

1、生读文,师巡察。

2、读了故事,是不是又有了新的感受了?生沟通,师相机板书。

3、你们都有了自己的感受,课文中的哪些句子给了你这样的感受,一边默读课文,一边画出这些句子,试着把自己的感受读出来。

4、沟通:谁想第一个把自己的感受和大家共享?</spanstyle="background:#b2ec0a;"����2��ñ§ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ë¼ï¿½é¡·ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½þ¡ï¿½ï¿½ï¿½

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赠汪伦教学设计方案篇三

1.感悟古诗的意境、感受友情的真挚

2.诵读与融情想象中,咀嚼和揣摩重点诗句的情味,体悟诗人流露出的感情。

3有感情的朗读、诵读古诗

1.喜爱做嬉戏吗,今日我们要做的是填颜色的嬉戏,世界上的颜色有许很多多,你看填哪一种最妙?

课件展示

世界是由于有了这些丰富的颜色而漂亮,人生由于有了知心的伴侣而精彩。今日老师要给大家带来一个关于伴侣的故事,故事的仆人公不是别人,而是大家都特别熟识的人,他生活在一千两百多年前的唐代,是一位有才华的大诗人,字太白,号青莲居士。他喜爱喝酒,常常在喝得酩酊大醉时即兴吟诗,流传至今的有990多篇。他是谁?他和伴侣发生了一件什么事呢?

2、叙述李白与汪伦的故事。

李白一生既喜爱做诗,也很喜爱喝酒和游历名川大山,安徽泾县有个叫汪伦的人,他是个酿酒师,他特别喜爱诗歌,特别地仰慕诗人,

尤其是当时鼎鼎大名的诗人李白。汪伦特别仰慕他的才华,很想与他结为伴侣。于是就写了一封信托人带给李白,上面写道:先生,您喜爱巡游吗?这里有十里桃花;您喜爱喝酒吗?这里有万家酒店。“李白一看,呀!这么好的地方,我得去看看。可是到了那里,既不见十里桃花,也不见万家酒店,李白怀疑不解。汪伦解释说:”十里桃花是十里外有个桃花渡口,万家酒店是有个姓万的人开了一家酒店,并不是一万家酒店。“李白恍然大悟,他不但没有生气,反而被汪伦的幽默与风趣逗得哈哈大笑起来,两人一见如故。在以后的几天里,汪伦每天盛情款待李白,并带他游遍了当地的名山胜景,他们一起饮酒作诗,情趣相投,短短几天就结下了深厚的友情。临别时,汪伦踏歌相送,李白被他的真诚深深地感动了,即兴作了《赠汪伦》这首诗。

3、板书课题《赠汪伦》,指名读,齐读。

4、学习生字“赠”和“伦”

(1)强调读音。

(2)区分字形

1、生自由读古诗

现在就请同学们把书打开,借助书中的拼音,自由的读一读这首诗。肯定要做到读准字音,熟记字形。

2、指名读古诗

谁情愿为大家展现一下?

订正字音:指名读诗句,其他同学仔细听,看他是否做到正确流利

3、指导朗读

孩子们,古诗虽然篇幅短小,但是诵读古诗时肯定要讲究停顿,大家读到划线处要略微停顿一下,大家再练一练。

4、多种形式展现读

谁想试一试?小组展现读(板书重点词做标记“将、忽、深、及”)男生读、女生读

1.孩子们现在请你默读古诗的前两句,谁来说说你读懂了哪个词的意思?

解读第一句。

师:谁来读第一句?

师:这一句你读懂了什么?

师:“舟”是什么意思?“欲”呢?“行”呢?

师:齐读一遍。这句要怎样读?

师:是啊,要读得缓慢一些,由于李白不忍离开自己的好伴侣汪伦,他是怀着依依惜别之情离开的,所以要读得徐缓些,要体现出那种依依不舍之情。我们一起读,来吧,开头!

3、解读其次句。

师:李白乘着船将要走的时候,发生了什么事?谁来接着读?

师:这一句你读懂了什么?

师:“闻”在这里是什么意思?

“踏歌”什么意思?试过踏歌吗?咱们来试一试。(试试用脚打节拍,再配上简洁台词“李白李白,欢迎再来”。)

读这句诗,你们发觉什么问题没有?能够发觉问题的同学有双慧眼,火眼金睛。

(为什么要在李白要走的时候才来送别呢?)

为什么要在李白离开汪伦的家,上路之后,来到桃花潭坐到船上,要走的时候,汪伦才来送呢?他为什么早不送,迟不送,偏偏到这个时候才来送呢?送客你会这样送吗?

(我们的想象当中,不是汪伦一个人踏歌相送的,他是把整个村子的人都组织来踏歌相送。)

请同学回忆自己经受过的送别方式。

师:拥抱和招手都是我们常常见到的送别方式,可汪伦却与众不同,他对李白是踏歌相送。送别一般都是很哀痛的,李白是性情豪放的诗人,会喜爱这种悲悲切切的送别形式场面吗?是啊,只有真正认识李白的人才会用这种如此独特的方式送别,真是知李白者,汪伦也。

踏歌这种送别的形式是汪伦他们当地送别最要好的伴侣的一种礼节,汪伦踏歌相送,李白事先知道吗?你是从个词看出来的?(忽)

这里李白有两个没想到,你认为是哪两个没想到?(李白带着惆怅的心情离开汪伦,没想到汪伦来送他,从“忽闻”能够看出;另一个没想到送别的方式很特殊,洋溢着热忱。从“踏歌”能够看出。)

李白此时心情怎样?

(a惊异的,读——b感动的,读——c喜出望外的,读——)

4、总结一二句。师:同学们,你们看这两句写了一件什么事?板书:叙事

解读三四两句

耳边回荡着汪伦发自肺腑的歌声,眼前流淌着碧绿的桃花潭水。李白百感交集,千言万语会成一句话。引读——桃花潭水深千尺,不及汪伦送我情。

师:这两句你读懂了什么?

(虽然桃花潭的水有千尺深,但是却比不上汪伦对我的情意深啊!)

师:“不及”什么意思?

师:“深千尺”什么意思?“千尺”相对于83层楼还高。桃花潭有这么深吗?为什么要写桃花潭的水深呢?(用桃花潭水的深和汪伦的情意做比,突出汪伦对李白的情意非常深厚。)这是什么手法?(夸张)

李白是唐朝闻名的诗人,他的诗想象奇怪,飘逸潇洒,善用夸张、比方等手法抒发自己的情感。我们来读读李白的这些诗句。

课件展示李白诗句,齐读。

李白就是用这极度的夸张表述他的剧烈感情,让我们一起读出李白的真情,李白的豪迈。

师:是啊,即使桃花潭的水有千尺深,也比不上汪伦对我的情意深啊!船慢慢地离岸了,此时,我们就是李白,此刻,我们就站在船头,(全体起立)让我们对着岸上的汪伦深情地说——(桃花潭水深千尺,不及汪伦送我情。)

船越行越远,看不清汪伦的脸了,听不清汪伦的歌声了,让我们大声地对汪伦说——(桃花潭水深千尺,不及汪伦送我情。)

船儿啊,请你慢点开,再慢点,已经看不见汪伦的身影了,但他的深情永久珍藏在我的心中——(桃花潭水深千尺,不及汪伦送我情。)

假如此时你就是汪伦,你的好友即将离开,你会对他说些什么呢?

而此刻,你又化身成李白,面对为你送行的伴侣,你又想对他说点什么呢?

总结,这就是“抒情”。板书:抒情。

从诗中你感受到了什么?(板书:深厚的友情)那我们就读出你的感受吧!

(1)指名读。(3-4名)师评:一个重情的李白。(指名读。)一个被友情深深感动的李白。老师已经感到了你的依依不舍。老师感到你此刻是多么的苦痛。我都看到你快掉泪了。

(2)孩子们,让我们放下书和李白一起把这首诗送给汪伦。女生先来(师评:柔情的相送)来,男生也一起来。(师评:真是是一种豪壮的送别)

站起来一起送。背诵全诗(真是一种深情厚谊的相送啊!)

孩子们,让我们一起穿越时空隧道,此时我们已经来到一千两百多年前的唐朝,来到安徽泾县的桃花潭边,我们看到了什么?

播放视频

1.世间离别情万种,多有诗人诉心声。除了这首《赠汪伦》以外,还有很多感人肺腑的离别诗,想不想再读一些送别友人的诗句?请听!(播放课件)

师:是啊,伴侣是什么?伴侣就是那一杯杯浓浓的茶,让人喝了回味无穷,精神百倍;伴侣就是那一坛坛的陈年老酒,让人饮了唇齿留香;伴侣就是那春天里绵绵的细雨“润物细如无声”沁入了我们的心脾,

师:以前的作业都是谁给布置?

师:想不想自己给自己布置作业?

师:敢不敢?

师:那么自己设计一份作业,想想怎么设计?师引领:能够把它改写成一个小故事,还能够续写一篇文章,老师帮你开个头:岁月轮回,时间穿梭,转瞬间已到了二十一世纪。有一天,李白乘坐着一辆轿车到桃花潭去游玩。正看得起劲时,突然后面有人喊了声:“李白!”李白回过头来一看,原来。你能接着写下去吗?发挥你的想象试一试。

师:时间匆忙,转瞬间一节课结束了,我们利用沟通已经成为了好伴侣啦!我会记住你们,你们会记住我吗?感谢大家!我想会的,由于李白和汪伦之间的深情厚谊还在我们心间流淌,让我们齐诵《赠汪伦》,把友情记在心中。

23古诗两首

zènglún

赠汪伦

唐李白

行闻(叙事)

深情厚谊

深送(抒情)

赠汪伦教学设计方案篇四

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赠汪伦教学设计方案篇五

师:同学们,你们喜爱古诗吗?古诗是我国文艺宝库中的珍宝,大家都已经学习背诵了许多古诗,那么,你们情愿展现自己的学习成果吗?(利用这样的导入,既是对以前所学古诗的复习,又能让同学在感受学习成果的欢快心情中去学下一首古诗)

师:利用以前的学习,你对李白有哪些认识?李白一生写了许多脍炙人口的古诗,今日我们再来学习一首李白的送别诗——《赠汪伦》。(沟通资料,调动同学学习的乐观性,能够取长补短)

1、自由朗读古诗,在读的过程中留意读准字音,遇到不懂的就作记号。

2、指名朗读

3、同桌互读

4、在小组内朗读,选一名组员参赛读,评比第一名(利用选第一名,激活朗读爱好)

5、在小组内说一说古诗的意思,然后汇报。(小组合作学习,有利于同学更好地理解古诗)

6、提出问题:桃花潭里的水深与汪伦送的情意究竟有什么关系?这首古诗表述了怎样的思想感情?(提出问题,同学单独思索,解决问题,让同学更深化理解古诗)

7、指导背诵,实行自由背诵、同桌相互背诵、指名背诵、竞赛背诵等多种方法来背诵,以达到背诵良好的效果。

同学们,人间最美的是真情,由于真情才使得这些送别的诗脍炙人口,流传千古,下课后,请大家搜集一些送别诗,建议下次班会时,搞一个诗歌朗诵会。

赠汪伦

李白乘舟将欲行,

忽闻岸上踏歌声。叙事

整体体现水深、情深

桃花潭水深千尺,

不及汪伦送我情。抒情

赠汪伦教学设计方案篇六

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