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2023年《赠汪伦》教学设计及设计意图(二十四篇)

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2023年《赠汪伦》教学设计及设计意图(二十四篇)
时间:2023-03-23 16:18:18     小编:zdfb

在日常的学习、工作、生活中,肯定对各类范文都很熟悉吧。大家想知道怎么样才能写一篇比较优质的范文吗?以下是小编为大家收集的优秀范文,欢迎大家分享阅读。

《赠汪伦》教学设计及设计意图篇一

1、引导学生自读古诗,理解字词,读懂诗意。

2、体会诗中所表达的作者与朋友的深厚友谊。练习感情朗读古诗。

3、掌握学习古诗的一般方法,并学会积累古诗。

体会诗中作者运用夸张、比喻的方法表达感情的方法。

学生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

引导思考

读中体会感情

一、感情调动,导入课题:

1、板书“佳节”

师:同学们喜欢过节吗?为什么呢?

2、师:看来,大家在过节时都是开开心心的,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”)熟悉吗?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?(按学生设想读)

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、生交流。(茱萸介绍)

7、明明是合家欢聚的重阳佳节,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,师巡视。

2、读了故事,是不是又有了新的感受了?生交流,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、交流:谁想第一个把自己的感受和

大家分享?

15岁那年,他就离开家乡,来到京城长安,不觉已经两年了。

1)、从这句话中,你感受到的是什么?

2)、(谈不出)你离开过你爸爸妈妈一段日子吗?多久?心情如何?

四、读中体会感情,理解课文

(谈得出)是啊!王维小小年纪就远离家乡到外求学(板书华山东边是家乡,西边是长安)它的家乡在华山以东的蒲州,长安在华山以西,他这一别就有两年了。你离开过你爸爸妈妈一段日子吗?多久?心情如何?而王维是整整两年没有与亲人相见啊!你还想再读读这句话吗?相信你现在一定能读

出自己的感受。(指名读)

一年一度的重阳节又到了,一大早,大街上便热闹起来。人们扶老携幼,兴高采烈地去登高游玩。

1、这样的情景,你有过类似的印象吗?扶老携幼、兴高采烈,能和你身边的同学配合着演演吗?

2、我看到你们兴高采烈的模样了,重阳佳节的大街上可真热闹呀,谁能通过朗读把咱们也带到热闹的大街上去?

3、这就是家家户户欢度节日的情景,诗人看到这一切会有怎样的感受呢?

4、(课件句子)带着你的这种感受,来读这句话。

(如果不动情)结合生活实际调动情感再读。

5、此时的王维真是触景生情啊!

王维看着家家户户欢度节日的情景,更加思念家乡的亲人。

1、家家户户欢度节日的情景会是怎样的呢?(学生想象)

2、课文中哪些句子能让你感受到这种欢度节日的场面?(指名读)

3、(课件出示句子)扶老携幼、兴高采烈,能和你身边的同学配合着演演吗?

4、我看到你们兴高采烈的模样了,重阳佳节的大街上可真热闹呀,谁能通过朗读把咱们也带到热闹的大街上去?

5、这就是家家户户欢度节日的情景,诗人看到这一切会有怎样的感受呢?

4、(课件句子)带着你的这种感受,来读这句话。

(如果不动情)结合生活实际调动情感再读。

5、此时的王维真是触景生情啊!

王维想,以前在家乡时,每逢重阳佳节,总要和兄弟们头插茱萸,手挽着手去城外登高远眺。大家欢聚在一起是多么让人高兴啊!

1、从这段中,你感受到的什么?

2、课件出示句子还有同学想读这段话吗?

3、(读得不好)读这段时你想到了什么?

(读得好)(课件欢快音乐)是啊!重阳佳节,王维和兄弟们登高远眺,是多么开心啊!看你眼前出现了一幅怎样的画面?(生交流)

4、从你们的言语和神态中我已经感受到了这份喜悦!来,咱们再来读读这段。(生齐读)

五、情感涌现,吟诗抒情

5、(切换音乐思念)欢乐的时光总是令人难以忘怀(指板书)而今,王维只身一人身处长安,他在山的这头,而家在山的那头;身在山的这一边,而心却早已飞到山的那一边了,(课件出示句子)王维的这种思乡之情,你能体会到吗?想读这句话吗?(指名读)

6、你是这样读的:……天各一方……;省略号停了一下;……一定也在……你想表达什么呢?

7、他表达出了自己的感受,有哪位同学也能像他这样通过朗读表达自己的感受?(指名读)

如今我们却天各一方,不能相会……此时此刻,兄弟们一定也在登高聚会,西望长安,思念着我呢。

1)、以前王维和兄弟们是怎样过重阳节的呢?

2)、(用自己的话说)你说的正是这样的一种情景(课件出示句子)你愿意读读吗?

(用书上句子)回到上段

六、情感涌现,吟诗抒情。

1、师导:王维独自一人在他乡求学,重阳佳节这天,看着家家户户欢度节日的热闹场面,想起了在家乡时和兄弟们欢聚的情景,思乡之情愈发浓了,思绪万千之时,就将这浓浓的思念融进了四行诗句中……(课件出示古诗,教师范读整首诗)

2、刚才,老师在诵读这首诗时,把自己当作了王维,借这首诗来表达我对家乡的思念,老师相信你们也一定也体会到了诗人的心情,那就来吟诵这首诗吧!

3、指名读。两名学生读后,对比

评价,体现个性化朗读。

请同学们也像这两位同学一样,把自己的感受表达出来。(指名读)

七、情感延伸,课外拓展:

1、“每逢佳节倍思亲”,有这样感叹的又岂止王维一人呢?我国历代就有不少诗人借诗来抒发自己心中的情感。老师从其中选取了隋代诗人薛道衡和宋代诗人王安石的诗文

给大家赏读,请同学们根据注释来读读诗,体会同样的思乡之情,选择你喜欢的一首读

给大家听。

2、学生自由练读《入日思归》、《泊船瓜洲》。

3、指名读。

八、情感升华,再次吟诵。

1、在这饱含浓浓思乡情的乐曲声中,我们也即将结束这堂课了,让我们再次深情地吟诵这首《九月九日忆山东兄弟》吧!

2、配乐齐诵诗文。

板书:

佳节倍思亲

(西)长安家乡(东)

第二课时

上课时间:

教学过程

理解课题

理解古诗

一、揭题,导入新课:

1、我们今天一起来学习一首古诗《赠汪伦》,出示古诗:

赠汪伦唐李白

李白乘舟将欲行,忽闻岸上踏歌声。

桃花潭水深千尺,不及汪伦送我情。

2、你知道“赠”是什么意思吗?

3、请说一说题目的意思。

二、学习古诗

1、初读,学生自由读古诗,思考:

这是一首描写什么的诗?(送别)

2、再读古诗,想一想,谁送谁,谁别谁?

根据学生回答板书。

3、有谁知道李白是谁、汪伦是谁吗?

学生介绍有关背景。

教师过渡,他们一个是大名鼎鼎的诗人,一个是普普通通的村民,他们之间是怎以联系起来的呢?(学生说故事)

4、是啊,天下没有散的筵席,再好的朋友也要分别,同学们再读一读诗句,看看分别时的情景怎能样?

5、自读,说诗意。

你认为哪一句还可以怎么说?(修正诗意、注意关键字词)

6、你还有什么不理解的?(学生质疑)

(根据学生质疑情况体会朋友之间的深厚情意)

朗读。

7、

小结:这首诗是以歌声来送别朋友,其实古时候还有许多诗,我们看一下,古人还会以什么来送别朋友?

拓展课外知识

三、带读古诗:

1、出示以下三首诗,引导学生自读理解,古人又是以什么来送别朋友的呢?

2、朗读、

小结:无论以什么送别,都有可以概括为以“真心”送别。

四、课外练习:

收集送别诗,举行一次吟诗会。

主板书:

赠汪伦

李白深情厚谊汪伦

踏歌声

辅板书:歌声

语言

以目光送别

第三课时

上课时间:

教学过程

巩固旧知

激发学生的兴趣

交给学生方法

巩固

一、复习巩固

1、指名背诵古诗;

2、男女比一比,看看谁背得好。

3、齐背

二、学习生字

1、出示生字,读一读

dúyìjiāqīnwāngchéng

独异佳亲汪 乘

féngdēngchālúnyùtàtán

逢 登插伦欲踏潭

(1)拼读

(2)开火车读

(3)记第二排二类字

2、归类学一类生字生字

左右结构:独、佳、汪

上下结构:异、亲

独体结构:乘

3、你早就认识哪个字?你会写吗?请你教小朋友写。

(重点)笔顺:

乘——

佳——

4、理解字意:组词

独:独自、单独、孤独、独一无二

佳:佳节、佳人、最佳、

汪:水汪汪、汪洋、泪汪汪、一汪水

异:奇异、异地、异味、惊异

亲:亲人、亲手、亲笔信、亲密

乘:乘法、乘除、乘数、乘车、、

5、书写:

(1)你有要提醒小朋友的地方吗?

乘字一共有10画

异字上面要封口

(2)注意每个字在田字格中的位置。

(3)写字的规律:上紧下松、左紧右松

(4)学生描红

三、作业:

1、把今天所学的字听写一遍。

2、书98页

《赠汪伦》教学设计及设计意图篇二

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《赠汪伦》教学设计及设计意图篇三

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,体验诗人流露出的感情。

3有感情的朗读、诵读古诗

1.喜欢做游戏吗,今天我们要做的是填颜色的游戏,世界上的颜色有许许多多,你看填哪一种最妙?

课件出示

世界是因为有了这些丰富的色彩而美丽,人生因为有了知心的朋友而精彩。今天老师要给大家带来一个关于朋友的故事,故事的主人公不是别人,而是大家都非常熟悉的人,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。他喜欢喝酒,经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?他和朋友发生了一件什么事呢?

2、讲述李白与汪伦的故事。

李白一生既喜欢做诗,也很喜欢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,他非常喜欢诗歌,非常地仰慕诗人,

尤其是当时鼎鼎大名的诗人李白。汪伦非常仰慕他的才华,很想与他结为朋友。于是就写了一封信托人带给李白,上面写道:先生,您喜欢游览吗?这里有十里桃花;您喜欢喝酒吗?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,李白疑惑不解。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谊。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。一定要做到读准字音,熟记字形。

2、指名读古诗

谁愿意为大家展示一下?

纠正字音:指名读诗句,其他同学认真听,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,但是诵读古诗时一定要讲究停顿,大家读到划线处要稍微停顿一下,大家再练一练。

4、多种形式展示读

谁想试一试?小组展示读(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,因为李白不忍离开自己的好朋友汪伦,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,开始!

3、解读第二句。

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,再配上简单台词“李白李白,欢迎再来”。)

读这句诗,你们发现什么问题没有?能够发现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。)

请学生回忆自己经历过的送别方式。

师:拥抱和招手都是我们经常见到的送别方式,可汪伦却与众不同,他对李白是踏歌相送。送别一般都是很悲伤的,李白是性情豪放的诗人,会喜欢这种悲悲切切的送别形式场面吗?是啊,只有真正了解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朋友的一种礼节,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”可以看出;另一个没想到送别的方式很特别,洋溢着热情。从“踏歌”可以看出。)

李白此时心情怎样?

(a惊讶的,读——b激动的,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,眼前流动着碧绿的桃花潭水。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谊深啊!)

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?作者为什么要写桃花潭的水深呢?(用桃花潭水的深和汪伦的情谊做比,突出汪伦对李白的情谊十分深厚。)这是什么手法?(夸张)

李白是唐朝著名的诗人,他的诗想象奇特,飘逸洒脱,善用夸张、比喻等手法抒发自己的情感。我们来读读李白的这些诗句。

课件出示李白诗句,齐读。

李白就是用这极度的夸张表达他的强烈感情,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谊深啊!船渐渐地离岸了,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,但他的深情永远珍藏在我的心中——(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,面对为你送行的朋友,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。)一个被友谊深深感动的李白。老师已经感到了你的依依不舍。老师感到你此刻是多么的痛苦。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,还有许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,朋友是什么?朋友就是那一杯杯浓浓的茶,让人喝了回味无穷,精神百倍;朋友就是那一坛坛的陈年老酒,让人饮了唇齿留香;朋友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?师引导:可以把它改写成一个小故事,还可以续写一篇文章,老师帮你开个头:岁月轮回,时光穿梭,转眼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,忽然后面有人喊了声:“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:时间匆匆,转眼间一节课结束了,我们通过交流已经成为了好朋友啦!我会记住你们,你们会记住我吗?谢谢大家!我想会的,因为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》,把友谊记在心中。

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》教学设计及设计意图篇四

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《赠汪伦》教学设计及设计意图篇五

师:同学们,你们喜欢古诗吗?古诗是我国文艺宝库中的瑰宝,大家都已经学习背诵了很多古诗,那么,你们愿意展示自己的学习成果吗?(通过这样的导入,既是对以前所学古诗的复习,又能让学生在感受学习成果的欢快心情中去学下一首古诗)

师:通过以前的学习,你对李白有哪些了解?李白一生写了很多脍炙人口的古诗,今天我们再来学习一首李白的送别诗——《赠汪伦》。(交流资料,调动学生学习的积极性,能够取长补短)

1、自由朗读古诗,在读的过程中注意读准字音,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,评选第一名(通过选第一名,激发朗读兴趣)

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

6、提出问题:桃花潭里的水深与汪伦送作者的情谊到底有什么关系?这首古诗表达了怎样的思想感情?(提出问题,学生独立思考,解决问题,让学生更深入理解古诗)

7、指导背诵,采取自由背诵、同桌互相背诵、指名背诵、比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,因为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》教学设计及设计意图篇六

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《赠汪伦》教学设计及设计意图篇七

1.理解三首古诗,结合注释或查字典、词典,了解诗句意思。

2.多诵读,并能展开想象,体会诗人的感情。

3.了解诗人怎样在写景、叙事中抒发情感。

同学们,还记得李白吗?哪位同学能够起来为大家背一首他的诗呢?(第六册《独坐敬亭山》,第七册《早发白帝城》、《望庐山瀑布》)

这节课我们再来学习一首李白的“赠汪伦”(板书题目)。要求我们能借助课文注释或查字典,自己理解古诗的内容,有不懂的地方可以和大家交流。

1.讲述诗歌写作背景。

汪伦是有名的歌手,且很有才学,但不愿做官,隐居在安徽泾县西南的桃花潭畔。他对李白所作的诗佩服得“五体投地”,日夜吟诵。他知道李白喜欢喝酒,于是使用最好的糯米和高粱酿成酒,并长年窖在地下。有一回他听说李白到了安徽,想邀请李白前来作客,但又怕李白不肯来,于是想出一个妙计。他修书一封,送给李白。李白拆信一看,上面写道:“先生好游乎?此地有十里桃花;先生好饮乎?此地有万家酒店。”李白已早听说汪伦是一方豪士,便欣然答应往访。见面后,李白说:“我是来观十里桃花,访万家酒店的。”汪伦笑道:“‘桃花’者,一潭之名也,并无桃花十里;‘万家’者,店主人姓万也,并无酒店万家。”此时李白方知“受骗上当”,但却哈哈大笑说:“临桃花潭,饮万家酒,会汪豪士,此亦人生快事!”此后汪伦每日以美酒佳肴相待,两人甚是相投,成了好朋友。临别时李白即兴写下《赠汪伦》这首别具一格的七言绝句,

2.教师范读。

3.指名学生试读,教师指导。

4.指导学生理解诗句,体会感情。

(l)根据课文注释、查字典自读古诗,理解诗句的意思。自己不理解的地方记下来。

(2)小组讨论、交流,议一议是如何理解这首诗的。

(3)学生汇报交流自学情况。

①指名试讲:你是怎样理解诗的前两句的?

(先结合诗句理解词语,然后再说说这两句诗的意思。)

②重点理解后两句诗的意思并体会感情。

师:谁来谈谈你是怎样理解这两句诗的?

生:“不及”是“比不上”的意思,“情”指“情谊”,这两句诗的意思是桃花潭水有千尺深,也比不上汪伦送我的情谊深。

师:汪伦对李白的情谊仅仅表现在“送别”上吗?前面听了老师对这首诗写作背景的介绍,你们知道汪伦对李白的情谊还表现在哪里?

生:表现在汪伦写信热情地邀请李白来桃花潭作客。

生:表现在汪伦天天用美酒盛情款待李白。

师:桃花潭水真的有千尺深吗?没有,这是作者的假设,那么,跟下句连起来,可用上什么关联词来翻译呢?

生:哪怕桃花潭水有千尺深,也比不上汪伦对我的情谊深。

生:即使桃花潭水有千尺深,也比不上汪伦对我的情谊深。

(还可用“就算…也…”“纵使…也…”)

师:同学们,汪伦先是写信热情邀请李白来家作客,接着又用美酒盛情款待李白,李白要走了,汪伦又带领村民踏歌相送。所有这一切,怎么不使李白深受感动呢?大家请再想想,如果采用不同的语气来翻译这两句,比如可用感叹句或反问句的形式,能不能更好地表达李白此时的激动心情呢?

生:即使桃花潭水有千尺深,也比不上汪伦对我的情谊深哪!

生:即使桃花潭水有千尺深,怎么能比得上汪伦对我的情谊深呢?

生:桃花潭水有千尺深,比得上汪伦对我的情谊深吗?不,远远比不上。

师:“桃花潭水深千尺,不及汪伦送我情”运用了比喻和夸张的手法,谁来说一说,这里用什么来比喻什么?

生:用“桃花潭水的深”来比喻“汪伦对我的情谊深”。

师:这里运用比喻、夸张的手法,为的是表现什么?

生:表现汪伦和李白之间的情谊深。

生:表现朋友间的深情厚谊。

师:谁能把这种感情谈出来?

生:桃花潭水深千尺,不及汪伦送我情。

③把这首诗的意思用自己的话说一说

(4)指导朗读、背诵。

①指导停顿,读中表达情感

李白/乘舟∥将欲/行,

忽闻/岸上∥踏歌/声。

桃花/潭水∥深千/尺,

不及/汪伦∥送我/情。

②配乐朗读

③背诵这首诗。

四、布置作业

默写《赠汪伦》。

第二课时

-、复习导入

1.指名背诵《赠汪伦》。

2.集体背诵。

3.这节课,我们来学习李白写的又一首表现朋友相送的诗《黄鹤楼送孟浩然之广陵》

二、解题

黄鹤楼最早建于三国时期,有“天下绝景”之称,历代诗人在此留下了不少诗篇。

孟浩然,是唐朝一位很有名的诗人,和李白是好朋友。可指名背诵孟浩然的诗,如《春晓》。

之:往,去。

广陵:地名,现在的江苏省扬州市,汉朝时称“广陵”,隋唐时称扬州,扬州是唐朝最繁华的都市之一。

指导学生用自己的话把题目的意思说出来。

(提示:是谁送谁,从什么地方到什么地方去。)

三、自学古诗.自主探究

1.自由练习朗读古诗。

2.借助课文注释或查字典,自学古诗,记下不懂的问题。

3.小组合作学习。

4.汇报交流自学成果,教师相机引导、点拨。

①故人西辞黄鹤楼

“西辞”,如图,由图可见黄鹤楼在西,扬州在东,孟浩然由西向东,依长江顺流而下,告辞时自然要向西拱手。

第一句点明送别地点。

②烟花三月下扬州

“烟花三月”,三月,过去人们称之为季春或暮春,正是春深如海的季节,在草长花开的季节,空气湿度增大,远望去好像有一层薄薄的烟雾笼罩着花草树木,烟花指的就是这种景色。

第二句点明送别的时间。

在黄鹤楼这样的千年胜地,又正值繁花似锦的春天,朋友们正应愉快地聚会,可“故人”却要辞别远去了。这两句在叙事之中流露出惜别之情。

③孤帆远影碧空尽,惟见长江天际流。

在碧波荡漾的江面上,一只帆船逐渐向前移动,直到水天相接的地方帆船不见了,老朋友不见了,只有江水层层涌向天边,李白仍呆立江边。

④这首诗前两句叙事,后两句写景。诗人借景抒情,表达了对老朋友的依依惜别之情。

5.指导感情朗读,体会老朋友间的依依惜别之情。

6.练习背诵。

四、总结

这首诗描写的是春天里李白送别好友孟浩然时的情景,表达了朋友间依依惜别之情。

五、作业

1.课外阅读李白、孟浩然写的其他诗。

2.为《黄鹤楼送孟浩然之广陵》完成一幅古诗配画。

第三课时

-、复习导入

指名背诵《赠汪伦》和《黄鹤楼送孟浩然之广陵》。

二、学习《回乡偶书》

1.解题:理解“偶”和“书”的意思。

2.简介作者及背景。

贺知章,证圣元年进士,时年三十六岁,直到天宝三年回到久别的家乡,当时已是八十四岁的人了。久别归来,对故乡的深切眷恋之情,喷涌而出,随手写下了这不朽之作。

3.教师范读,学生思考:这首诗讲的是什么事?

4.学生读熟古诗,借助课文注释和查字典自学诗句。

5.小组内交流自学情况。

6.当“小老师”,上台讲自己对诗句的理解。台下同学可以对“小老师”发问,“小老师”答不上或答不对的,可由台下同学回答或补充、更正。无人答对的由教师引导、帮助。

7.教师小结:诗人少小时离开家乡,年纪老大了才得以重返故里,虽乡音未改,但两鬓早已如霜,离开家乡久了,一切都可以改变,惟有“乡音无改”,这无改的乡音里流露出诗人对家乡的深厚情怀。

8.指导感情朗读并练习背诵。

四、作业

熟读三首古诗并背诵。

五、板书设计

教案点评:

学生借助课文中的注释和查工具书理解诗句。小组讨论,全班交流。扮演小老师上台讲自己对诗句的理解,台下同学对小老师发问。教师通过介绍背景、赏析语言、观看画面、反复吟诵等方法,引导学生读懂古诗,进入意境,体会感情。

探究活动

课后组织学生根据古诗内容,自己编故事、演故事。从而进一步理解诗歌所要表达的感情。

《赠汪伦》教学设计及设计意图篇八

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《赠汪伦》教学设计及设计意图篇九

师:李白是唐代著名诗人,出生在四川,他一生喜欢游览祖国的名山大川,写下了无数风格浪漫的诗歌,享有诗仙的美称。他写的诗歌,我们已经学过很多了,谁能背一背?

生1:有感情地背诵《床前明月光》

师:背得不错,这首诗表达了李白怎样的情感?

生2:表达了李白流浪他乡,孤独、思念家乡的情感。

师:讲得真好,谁还会背?

生3:激情背诵《望庐山瀑布》。

师:好极了,我仿佛看到了瀑布飞流直下的壮观景象。(还有很多学生举手)看来同学们还挺喜欢李白的,那就让我们今天再去拜访他吧,看看他又会给我们出什么新诗呢?

1、 自由读诗,画出节奏。

2、 借助注释理解诗句的意思,并在小组内交流。

3、 汇报学习情况。

师:刚才大家都学得非常认真,我还听到有同学朗诵得有声

有色,谁愿意到台上读给大家听,并划出节奏。

生a:大方地走上讲台边读边画节奏。(刚读完大家就拍起了手掌)

赠汪伦

李白/乘舟/将欲行,

忽闻/岸上/踏歌声。

桃花/潭水/深千尺,

不及/汪伦/送我情。

生b:我觉得还可以这样来画节奏。

赠汪伦

李白/乘舟/将欲行,

忽闻/岸上/踏歌声。

桃花潭水/深千尺,

不及/汪伦/送/我/情。

师:能把自己的意见表述出来,你真有个性,能读给大家听吗?

(该生根据自己画的节奏,大声朗读,尤其读出“送/我/情”与“送我情”的不同之处。)

师:棒极了,能说说你为什么要这样读吗?

生b:我这样读是强调汪伦送我的情意很深,非同一般。

师:有道理,对诗歌理解还不错。还有人愿意读给大家听吗?(争先恐后,都想读)看来同学们都想读,那就一起来读吧。

(两种不同节奏都读出来,通过朗读体会到两种读法都是可以的。)

师:你们读得真好,可我不知道意思,谁愿意帮助我?(显出着急的神情。很多孩子已高高举起手,并大声说:“老师,我帮你。”)那好,你来当我的老师到台上去讲吧!

生王:“李白乘舟将欲行,忽闻岸上踏歌声。”的意思是李白乘船即将要走的时候,忽然听到岸上有人在边用脚踏拍子边唱歌,“桃花潭水深千尺,不及汪伦送我情。”的意思是桃花潭的水很深很深也比不上汪伦送我的情意。

师:非常感谢你,我基本上理解诗歌的意思了,可还有一个疑问:你刚才说汪伦送给李白的情意,可题目却又是李白送汪伦,这到底是怎么会事?

生张:一时答不上来,回到座位上。(台下已经有不少同学举手了。)

师:今天,我可走运了,有这么多同学想帮我。(指名回答。)

生李:因为汪伦与李白的情意很深,为了表示感谢,李白作了这首诗送给汪伦。

师:哦!原来如此。同学们,刚才两位同学讲的你们听懂了吗?

全班:懂了。

师:诗歌中哪些诗句表达了李白与汪伦的深厚感情,谁找出来读一读?

生余:桃花潭水深千尺,不及汪伦送我情。

生肖:我认为感情表达不够,体现不出深千尺。

师:深千尺是什么意思?那你认为应该怎样读,能教大家读一读吗?

生肖:深千尺的意思是说李白和汪伦的感情很深很深。应该用赞美友情的语气来读,而且“深千尺”、“不及”和“送我情”要重读,请大家给我一起读。(教大家读一遍)

师:谁再来读读。

生黄:拉长语调范读。

师:读得真棒。我已经感受到了李白和汪伦之间的深厚情意。李白和汪伦之间还有这样一个动人的传说:汪伦十分敬仰李白,想邀请他来做客,于是写信告诉李白:“我这里有十里桃花,万家酒店。”李白本来就喜欢游山玩水和喝酒,一听说有十里桃花,万家酒店,就急忙赶去。一看才知道,“十里桃花”指的是方圆十里的桃花潭,“万家酒店”指的是一户姓万的人家开的酒店。李白难免有些失望,但是汪伦的盛情款待使他深为感动,尤其是临走时,汪伦赶来为他送行,还边赶路边唱歌,李白万分激动,挥笔写下了《赠汪伦》,以此诗歌来表达汪伦与他结下的深情厚谊。

《赠汪伦》教学设计及设计意图篇十

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孩子们,这两首诗,你还记得吗?《早发白帝城》《望庐山瀑布》。

这两首好听、熟悉的诗歌,都

出自同一个人之口,那就是李白。

李白是我国著名的大诗人,被人誉为“诗仙”,写下了许许多多诗歌,今天,就让我们一起走进李白又一著名诗

篇。

1、齐读课题。

2、出示“赠”,谁能读准这个生字?

3、赠是什么意思,给它组个词。李白把这一首诗赠送给汪伦。

4、读词语“汪伦”。

5、汪伦非常崇拜李白,为了认识他,就给李白写了一封信:“先生,你喜欢游玩吗,我这里有十里桃花,你喜欢喝酒吗,我这里有万家酒店,李白接信后马上就赶到汪伦家里。当他询问起十里桃花和万家酒店的时候,汪伦笑着说:我所说的‘十里桃花’,是指离我家十里外有个桃花潭;‘万家酒店’是因为有位姓万的人开的酒店。”李白听罢哈哈大笑,在接下来的几天里,汪伦盛情款待,与李白结下了深厚的友谊。临别时,汪伦踏歌相送,李白被他的真诚所感动,即兴吟诗一首--《赠汪伦》。

1、自由读读,读准每个字音。

2、学习词语:踏歌潭水小舟欲

(1)踏歌:用脚打着拍子唱着歌就叫踏歌,踏歌要用脚,所以它是——足字旁。

(2)潭水:潭为什么是“三点水”呢?

(3)小舟:古人说的小舟就是现在说的船。

(4)欲:将欲行就是快要出发的意思,那李白乘舟将欲行的意思呢?

3、指导书写:乘

4、再读诗句,读出节奏。

(一)品读一句

1、看到汪伦来送行,李白此时的心情会是怎样呢?

2、指导朗读。

3、拓展诗句:

(1)“孤帆远影碧空尽,唯见长江天际流”。

(2)“劝君更尽一杯酒,西出阳关无故人。”

4、指导朗读。

5、伴随着这一路的歌声,大诗人李白似乎又回到了那几天与汪伦朝夕相处的欢快时刻,还记得当时,我们在一起游山玩水,在一起——(学生想象)

(三)品读第二句

1、是呀,短短几天的时间,他们在一起是那么开心,那么高兴!李白在离别之时,情不自禁地吟出了——桃花潭水深千尺,不及汪伦送我情。

2、领会写法

桃花潭的水真有千尺,83层楼那么深吗?这就是李白,当平常的语言无法表达他当时激情时,就会运用大胆地、夸张地想象,因为如此,才会有我们前面吟诵的飞流直下三千尺——疑是银河落九天,(指名读)正因为那丰富、夸张的想象,才会有今天的——桃花潭水深千尺,不及汪伦送我情,因为丰富、夸张的想象,才会有那“两岸猿声啼不住——轻舟已过万重山,”也正因为丰富夸张的想象,才会有今天的——桃花潭水深千尺,不及汪伦送我情。

3、不及,比不上。即使桃花潭水深千尺,也比不上——汪伦送我的情;即便是桃花潭水深千尺,也比不上——汪伦送我的情;就算是桃花潭水深千尺,也比不上——汪伦送我的情。

4、是呀!简简单单的一个“不及”,却道出朋友间那比潭水更深的情谊。

5、指导朗读。

(四)设境朗读全诗

(1)此时,你就是那一代文豪李白,站在船头,望着踏歌赶来相送的汪伦,你不禁脱口而出……

(2)相聚须尽欢,分别不忧伤,就让这首诗挥去那淡淡的离愁别绪吧!

(3)这就是“诗仙”李白,他可以表现为《望庐山瀑布》的雄浑壮阔,也可以表现为《赠汪伦》的洒脱豪放,让我们再次吟诵这流传千古的诗句吧!

(五)拓展朗读

1、望着踏歌相送的汪伦,我们似乎又看见了那痴痴东望的李白站在黄鹤楼上送别孟浩然,似乎又听见了他那深情地吟唱着我们已经熟悉的诗歌……《送孟浩然之广陵》

2、我们还仿佛看到了那以酒相送的一幕……《送元二使之安西》

(六)背诵

不一样的时间,不一样的地点,不一样的人物,不一样的诗句,心底流淌着的却是同样美好的情。让我们闭上眼睛,(音乐)一起将这美好的友情连同这美妙的诗句永远留在我们的心中……(背诵)

《赠汪伦》教学设计及设计意图篇十三

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《赠汪伦》教学设计及设计意图篇十四

本次教学的主旨是领会诗歌的意境。想方设法让诗中的画面和诗人的感情在学生脑中“活”起来,进而唤起学生的生活体验,激发其情感,把诗人创造的意境在学生的心中再现。

1、教学内容分析

《赠汪伦》是长春版义务教育课程标准试验教科书一年级下册中的一首古诗,这一古诗被安排在第9板块。这一板块主要学习的主题是朋友,意在使学生在学会古诗并掌握识字的方法的基础上,联系实际,体会到友情的可贵。

2、教学对象分析

对于小学一年级学生来说,对古诗的理解比较有难度,但是他们对新鲜事物有探索的欲望。在教学中,角是要努力创设情景,将学生吸引到古诗的意境中来。本班学生的识字能力比较强,知识面比较广,所以课堂含量应该比较丰富。

1、知识与能力目标:认识7个字(赠、伦、乘、将、忽、踏、送),会写“汪”“李”“情”“舟”“闻”“及”6个生字。能够有感情的朗读、背诵古诗。

2、过程与方法目标:随文识字,掌握多种识字方法。

3、情感度价值观目标:感受友情的真挚,有交朋友的欲望。

古诗朗读时注意停顿、重音,启发想象用语言或图画描绘古诗的意境。

1、flash课件,2、视频文件

(一)创设情境,导入新课

1、背《静夜思》、《独坐敬庭山》这几首古诗的作者都是谁呢? (李白)

介绍诗人:唐朝诗人,他的诗具有“笔落惊风雨,诗成泣鬼神”的艺术魅力,他给后世人留下900多首诗,人们都称他为“诗仙”。

学习“李”字

“李”是一个姓。咱们班姓李的孩子举举手,多自豪和那么有才的大诗人一个姓,快来介绍一下这个字,怎样使大家都记住。

2、今天再来学习一首李白写的诗,齐读课题

学习“赠”字

“赠”就是送给的意思。拼读认识“赠”。

3、出示“汪伦”(唐朝人,家住泾州桃花潭边,他性格豪爽,喜欢结交名士,经常帮助附近的村民而毫无吝啬,是个仗义之人)

学习“汪”字

(二)借助故事理解诗意

李白为什么要送给汪伦这首诗呢?这里面还有一个动人的小故事呢!当时,李白在诗坛上名声远扬,汪伦非常仰慕,希望有机会一睹诗仙的风采。可自己也是个无名小辈,怎么才能请到大诗人李白呢?后来,汪伦写了这样一封信:“李先生喜欢游玩赏景吗?我们这里有十里桃花。李先生喜欢喝酒吗?我们这里有万家酒店。”李白接到这样的信,立刻高高兴兴地赶来了。一见到汪伦,便要去看“十里桃花”和“万家酒店”。汪伦微笑着告诉他说:“桃花是我们这里潭水的名字,桃花潭方圆十里,并没有桃花。万家呢,是我们这酒店店主的姓,并不是说有一万家酒店。”李白听了,先是一愣,接着哈哈大笑起来,李白与汪伦一见如故,他便留下来住了好几天,汪伦对李白盛情款待,两人相见恨晚。二人分别时,汪伦踏歌相送,使李白十分感动。他立即铺纸研墨,写了那首千古送别诗。

1、教师范读

2、学生自由读两遍诗,想一想从诗中读懂了什么。

(三)随文识字

1、学习“舟”字

李白乘坐小船要走了,诗句中提到小船了吗?(播放字理图)古代人们就是把船称做“舟”。

拼读音节读字。

课件演示笔顺,书空笔顺。

观察字在虚宫格中的位置,指导写字。

2、学习“闻”字

李白乘坐小船要走时发生什么事了?在诗中哪里看出他听到歌声?(闻)

拼读音节读字。

分析字型、讲一讲记字的好办法。

诗中前两行记叙了两人分别的场景,你们通过读再来体会体会吧,男女生分读、全班齐读前两行诗。

李白回想起几天来和汪伦相处的点点滴滴,他们在诗文的共同爱好,切磋的多少个不眠之夜,他们情谊深厚,志同道合。人生难得一知己啊!临别时,汪论带者一群村民脚塌节拍,手挽手前来送行,李白感慨万分,面对此情此景,面对桃花潭水,李白立刻写下了这首,作为感谢!

请同学们读读下两句。

3、学习“及”字

后两行诗中哪一个词是“不如”的意思?(及)

拼读音节读字。

“不及”是不如的意思,“及”是比得上、赶得上的意思。组词。

课件演示笔顺,书空笔顺,开火车写笔顺。

4、学习“情”字

回忆以前学习过哪些青字大家族中的字。

拼读音节读“情”字。

“青”字为了让我们拥有一双明亮的眼睛,它送给我们一个目字旁儿;为了让我们拥有晴朗的天气,送给我们一个日字旁儿,今天它为什么送给我们竖心旁儿呢?

(四)指导读诗

1、一首峙就是一幅画,一首诗就是一曲动听的歌。此时此刻你就是李白,此时你站在船头,让我们把对好友的深情通过朗读尽情地表达出来吧!

2、教师激情,学生选择自己喜欢的方式朗读全诗。

3、指名背诵并说一说自己背诗的方法。会背诵的一起背,不会的也没关系,可以照着书读。

(五)拓展,练习表达

1、李白和汪伦之间建立了深厚的友谊,成为了一生一世的朋友,老师想知道你们的好朋友是谁?你为什么喜欢和他做好朋友呢?

2、表示两人之间深厚友谊的诗还有很多,像《黄鹤楼》、《别董大》、《晓出净慈寺》古诗作为我国文学艺术宝库中的瑰宝,在以后我们还会不断地学习。

(七)游戏巩固生字。

小白兔过河(读词语)。

(八)板书设计略

《赠汪伦》教学设计及设计意图篇十五

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《赠汪伦》教学设计及设计意图篇十六

1、辅导学生读懂古诗的意思,体会诗句所描绘的意境。

2、知道学生背诵这首古诗,会默写这首古诗。

3、启发学生按故事内容编故事,表演故事。

辅导学生读懂古诗的意思,引导学生体会朋友之间的深情厚谊,体会诗句所描绘的意境。

一课时

《赠汪伦》古诗课件;《送别》磁带;送别诗6首。

一复习古诗、揭题

1、同学们,今天我们来学习25《古诗三首》,齐读课题。

2、古诗是我国2文学艺术宝库中的瑰宝,大家学习背诵过不少古诗,谁能背诵出李白的古诗?

3、通过以前的学习你对李白有哪些了解?

4、以故事引入《赠汪伦》这首古诗。

二汇报预习成果

1、你们想听一听李白写的《赠汪伦》这首古诗吗?谁愿意来给大家读一读这首诗。

2、通过预习,有哪些不懂的问题,提出来。

3、师生共同总结归纳不懂问题。

三自学古诗

1、出示自学提示:

(1)准确流利、朗读古诗;

(2)根据注释、研究问题;

(3)理解诗句、感情朗读。

2、组内交流。

3、检查自学情况。

(1)指名读古诗;

(2)解决问题,发表自己的看法。

①赠:送。这首诗是李白送给汪伦的,表示李白对汪伦的尊重。

②忽闻:出乎李白的意料。闻见其声,非常惊喜。

③踏歌:用脚踏地打拍子,同时唱歌。

大家见过这样的送别方式吗?想一想平常家里来了客人怎样送?可李白走了,汪伦用这种特殊方式送行,从这里你感受到什么?

请学生谈感受,读诗句并进行表演。

过度:到这样热情的送别方式,情不自禁地抒发这样的感慨:“桃花潭水深千尺,不及汪伦送我情。”

④深千尺:夸张,形容桃花潭水很深。

千尺有多深?1千尺相当于84层教室那么高的楼房,桃花潭真有那么深吗?(夸张)李白是伟大的浪漫主义诗人,我们还学过他的哪些古诗也用到了夸张的手法?(学生来背以前学过的有关古诗)

⑤在这里还有个问题一直在困扰着我,你们愿意帮我解决吗?为什么说:“千尺桃花水”不及“汪伦送我情”?(比喻。把汪伦送我的情谊比作桃花潭水的深度,先突出桃花潭水的深,再说明比不上汪伦的情谊深,来表现情意的深厚。)指导朗读后两句。

⑥第一行诗写的是“李白”,而第四行却变成“我”,这是为什么呢?(“李白”是别人对他的称呼,采用第三人称的手法来自称“我”便于直接抒发感情,更显出感情的真挚。诗的前两句是叙述这个故事,后两句是抒发自己的感情,叙事时李白将自己冷静地置于第三人称,而汪伦的突然出现和特殊的送别方式使李白的内心受到强烈震撼,感情如滔滔江水,一泻千里,转换成“我”是感动之余情到深处的结果。)

⑦指导朗读全诗。

(3)用自己的话连起来说说诗句的意思,其他同学可以纠正或补充。

四感情朗读、体会意境

1、同学们,一首诗就是一个美丽的故事,一首诗就是一曲动听的歌,一首诗就是一幅生动的画。看图,想象李白与汪伦道别的场面,此时此刻你想他们会说些什么,你想对他们说些什么?

2、表演。总结李白和汪伦之间深情厚谊。

3、配乐朗读,在读中想象朋友相送的情景,体会诗中表达的情感。

五拓展延伸

1、《赠汪伦》这首古诗用“桃花潭水深千尺”夸张而形象地表达了诗人李白对汪伦的赞美和感激。“不及”二字巧妙地将无形的情谊转化为生动的形象,很自然地把水深情深联系起来,表达了他们两人真挚纯洁的深情。

《赠汪伦》教学设计及设计意图篇十七

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《赠汪伦》教学设计及设计意图篇十八

1、认识7个字,会写3个字。

2、朗读课文,背诵课文。

3、了解诗的内容,体会汪伦与李白之间的情意。

1、认识7个字,会写3个字。

2、有感情地朗读古诗,了解诗意、体会朋友之间的友谊。时间:一课时

1、李白一生留下了近千首诗歌,这节课,我们就一起来学习他的《赠汪伦》。板书课题。(汪伦是一个人的名字,是安徽泾县桃花潭附近的一位村民。)

2、出示李白简单介绍

3、学生读课题。认读“赠”,说说怎么记住这个字。

4、学生自由读,交流。

那么,这首诗写了些什么?下面我们就来学习这首诗。

1、自由读诗,读准字音。

2、出示7个生字,学生指名认读。

3、指名读古诗,同学评价字音。齐读古诗。

1、学生自由读古诗,边读把自己不明白的字词画出来。

2、同组的同学交流

3、全班交流:

前两行:

a、欲:将要忽闻:忽然听到

b、踏歌声:古代民间的一种歌唱形式,一边用脚打节拍,一边唱歌。(表演)想象汪伦踏歌的歌词会是些什么?

c、从“忽闻”体会到了什么?

d、你们见过这种送别方式吗?平时家里来了课文,你是怎么送人的?可现在李白走了,汪伦把他送出村口、送上船,还用这种特殊的方式为他送行,从这里你感受到了什么?

e、指名读前两行。

后两行:

a、深千尺:有一千尺那么深。真有那么深吗?(夸张,说明桃花水很深。)

b、不及:比不上深千尺:有千尺那么深。

桃花潭的水很深了,但仍比不上什么?从中你感觉到些什么?

c、自由读后两句,读出两人深深的情意。指名读,男女生

赛读,齐读。

4、能连起来把这首诗的大概意思说一说吗?

(李白坐上船儿正准备远行,忽然听到岸上传来踏歌的声音。桃花潭水虽然深过千尺,也比不上汪伦赶来送我的厚谊深情。)

5、自由背诵,指名背诵,齐背。

1、先观察它的结构、部首,想想怎样记。

2、一起学习“乘”字,说说注意点,它由哪些字组成呢?

3、一起书空“乘”、“舟”,边书空边说注意点。

4、生练习写字,师巡视。

5、展示评价。

《赠汪伦》教学设计及设计意图篇十九

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《赠汪伦》教学设计及设计意图篇二十

1、引导学生自读古诗,理解字词,读懂诗意。

2、体会诗中所表达的作者与朋友的深厚友谊。练习感情朗读古诗。

3、掌握学习古诗的一般方法,并学会积累古诗。

体会诗中作者运用夸张、比喻的方法表达感情的方法。

学生课前收集描写送别的古诗。

一、揭题,导入新课:

1、我们今天一起来学习一首古诗《赠汪伦》,出示古诗:

赠汪伦 唐李白

李白乘舟将欲行,忽闻岸上踏歌声。

桃花潭水深千尺,不及汪伦送我情。

2、你知道“赠”是什么意思吗?

3、请说一说题目的意思。

二、学习古诗

1、初读,学生自由读古诗,思考:

这是一首描写什么的诗?(送别)

2、再读古诗,想一想,谁送谁,谁别谁?

根据学生回答板书。

3、有谁知道李白是谁、汪伦是谁吗?

学生介绍有关背景。教师过渡,他们一个是大名鼎鼎的诗人,一个是普普通通的村民,他们之间是怎以联系起来的呢?(学生说故事)

4、是啊,天下没有散的筵席,再好的朋友也要分别,同学们再读一读诗句,看看分别时的情景怎能样?

5、自读,说诗意。

你认为哪一句还可以怎么说?(修正诗意、注意关键字词)

6、你还有什么不理解的?(学生质疑)(根据学生质疑情况体会朋友之间的深厚情意)朗读。

7、小结:这首诗是以歌声来送别朋友,其实古时候还有许多诗,我们看一下,古人还会以什么来送别朋友?

三、带读古诗:

1、出示以下三首诗,引导学生自读理解,古人又是以什么来送别朋友的呢?

黄鹤楼送孟浩然之广陵 别董大 送元二使安西

唐·李白 唐·高适 唐·王维

故人西辞黄鹤楼, 千里黄云白日曛, 渭城朝雨浥轻尘,

烟花三月下扬州。 北风吹雁雪纷纷。 客舍青青柳色新。

孤帆远影碧空尽, 莫愁前路无知己, 劝君更尽一杯酒,

惟见长江天际流。 天下谁人不识君! 西出阳关无故人。

2、朗读、小结:无论以什么送别,都有可以概括为以“真心”送别。

四、课外练习:

收集送别诗,举行一次吟诗会。

板书设计:

主板书:

赠汪伦

李白 深情厚谊 汪伦

踏歌声

附板书:

《赠汪伦》教学设计及设计意图篇二十一

赠汪伦

李白

李白乘舟将欲行,忽闻岸上踏歌声。

桃花潭水深千尺,不及汪伦送我情。

《赠汪伦》这首诗都是唐诗中的极品。它们流传之广、应用之多、影响之深,都难以估量。诗中展现的.是令人荡气回肠的纯真友谊。诗中的李白和汪伦,桃花潭水和踏歌声,将欲行和送我情,构成了一幅声色并茂,情景俱佳的写意画。桃之夭夭,潭水清澈,轻舟欲行,踏歌声起,主客两依依。这是多么让人刻骨铭心的判别场面哪!是何等深厚的友谊将两位诗人一线牵。这是多么真挚而动人的送别!

孩子们在读这首诗的时候,一定会浮现出自己能感触到的画面或场景,一定会与李白一路同行……孩子们在读诗时,也许,会被这份千古绝唱的友谊所感动。也许,孩子们会对“桃花潭水深千尺”充满神往,却对“不及汪伦送我情”感到难以置信。但作为新世纪的学生对于李白汪伦友谊的理解和感悟必然是不同的。因而,如何让这时空交错的古人和今人在“友谊”这个主题上,找准一个情感释放的切入点是本课的关键。

1、认识能力:学会6个生字,能正确、流利有感情地朗读课文,背诵课文。

2、过程方法:学会提出问题,与他人合作探究问题:学会想象诗境,感受诗的情绪和意象。学会背诵古诗的多种方法。

3、情感态度:咀嚼和体悟重点诗句:“桃花潭水深千尺,不及汪伦送我情。”的情味,在反复诵读与融情想象中,感受李白和汪伦分别时的情景,体会诗人与朋友之间聚散依依的浓浓情谊,激发学生珍惜人间友谊的美好情感,使学生树立积极向上的人生观和价值观。

课件。

1课时。

1、对诗。(《静夜思》、《秋浦歌》、《送孟浩然之广陵》、《早发白帝城》、《望庐山瀑布》)

2、介绍李白

备学建议:

1、自主朗读,查找工具书,尝试了解诗意。

2、圈画批注,梳理问题。

(将自己读懂的内容写下来。

将自己读不懂的内容画出来。)

指名读古诗。

你读懂了什么?告诉大家。

在备学过程中,你提出了哪些么问题?

——学生自由提问,教师选择有价值的问题适时整理并板书。

(1)这些问题我们怎么才能解决呢?有什么好方法?(查资料)

(2)学生查资料,师巡视、帮助,分发教师准备的资料。

(3)找到相关资料来解决黑板上的问题了吗?

先在小组内交流一下你们已经能够解决的问题。(小组内交流)

(4)咱们先来看这几个问题。(圈画几个帮助学生理解诗意的问题。)

如:桃花潭在什么地方?是个什么样的地方?“踏歌”指什么?汪伦是个怎样的人?李白和汪伦是怎样结识的?

(5)刚才大家借助资料的阅读很快解决了一些问题。不过这些问题只是帮助我们理解了这首诗,还远远不够,要想真正读透这首诗,还要感受诗的意境,体会诗人的感情。让我们在已经理解了诗意的基础上再来看余下的几个问题,能解决吗?

如:汪伦来送李白,为什么让李白出乎意料?

桃花潭真的深千尺吗?李白为什么赠诗给汪伦? ……

(6)读好整首诗。

(1)欣赏诗配画

(2)你喜欢哪幅?能简要说说你的理由吗?

读着读着,你的脑海里是不是已经仿佛看到了汪伦和李白告别的情景。

想象一下,李白正要离开桃花潭,忽然听到岸上踏歌的声音。李白抬头一看,啊,是汪伦送行来了!李白和汪伦会说些什么,做些什么呢?

同桌一人扮李白,一人扮汪伦,先相互说说。(同桌相互练习对话)

请同桌到前面表演。

(1)汪伦十里踏歌相送(板书:送),李白感受真情,作诗相赠(板书:赠),这一“赠”一“送”(板书:→←),怎一个“情”字了得?[板书:情]

(2)让我们一起再来深情地读好这首诗

(1)自学其他的离别诗。

(2)如果有兴趣,建议同学们开展一次“离别”组诗欣赏会。朗诵这些古诗,谈谈自己对这些诗的见解或比较不同诗人写的离别诗风格有什么不同,还可以展开想象根据古诗的意境画上诗配画。

赠 汪 伦

赠 送

《赠汪伦》教学设计及设计意图篇二十二

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《赠汪伦》教学设计及设计意图篇二十四

《赠汪伦》是一首千古传诵的送别诗。在教学过程中,我们采用计算机辅助教学,进行了古诗教学新的尝试,把《大纲》要求掌握的另外6首送别诗,归纳整理,并提供相关图画及重点词语的解释,以一带六扩展阅读,使学生在有限的时间内,提高阅读量,并让学生自由选择学习方式和内容,注重发展学生的个性。

授课地点:计算机教室

教学目标:1.根据注释自学、了解诗句的意思,体会诗人表达的思想感情。

2.能有感情地朗读和背诵这首诗。

3.根据喜好选择一首送别诗,自学并交流汇报自学成果。

教学重点:通过有感情地朗读古诗,了解诗意、体会诗情。

教学难点:理解桃花潭水深千尺,不及汪伦送我情的含义。

教学准备:

教具(课件)

①古诗趣背复习;②《赠汪伦》诗句;③自学提示;④《赠汪伦》意境动画演示;⑤送别诗6首;⑥学习提示。

学具(课件)

①《赠汪伦》诗句和重难点名词注释;②古诗学法概括;③扩展自学送别诗6首(图文加重点词语解释)。

学习方法:1.应用计算机辅助教学,结合生活实际,突出重点、突破难点。

2.教师提供学法和学习资料,点播助学、培养能力。

3.学生课前查阅相关资料,利用学习方法和学习资料自学互助。 教学过程及设计意图

一、复习导入:

同学们, 你们喜欢古诗吗? 古诗是我国文学艺术宝库中的瑰宝,大家学习背诵了很多古诗,在学校古诗背诵活动中表现得特别出色,你们愿意展示一下自己的学习成果吗? 出示[课件一]

1.看谁最聪明,能让动物巧进诗句笼

泥融飞(燕子)

自在(娇莺)恰恰啼

一行(白鹭)上青天

早有(蜻蜓)立上头

柴门闻(犬)吠

北风吹(雁)雪纷纷

2.世上颜色千般好,看你填哪一种最妙?

霜叶(红)于二月花

万条垂下(绿)丝绦

两个黄鹂鸣(翠)柳

千里(黄)云(白)日曛

春来江水(绿)如(蓝)

万(紫)千(红)总是春

3.李白诗句垂千古,看谁马上吟得出?

①(不敢高声语) ②白发三千丈 ③(举头望明月)

恐惊天上人 (缘愁似个长) 低头思故乡

④(朝辞白帝彩云间) ⑤飞流直下三千尺

千里江陵一日还 (疑是银河落九天)

[设计意图] 复习背诵过的古诗, 重在复习学过的李白的诗句, 激发学习新诗的兴趣。

二、交流资料

我们刚才吟诵了李白的诗句,通过以前的学习,你对李白有哪些了解?(学生简介李白的生平)李白一生写下了许多脍炙人口的诗,今天咱们再学习一首,请大家齐读诗题--《赠汪伦》。

课前我们已经查阅了和课文有关的资料,谁能结合你查阅的资料谈谈你对汪伦的了解?(学生交流有关资料)

老师也查阅了一些资料,在这本《中国名胜大辞典》中,我知道李白和汪伦能成为好朋友,还有一个非常有趣的小故事,你们想听吗?(师讲故事):

[内容简介] 李白一生既喜欢做诗,也很喜欢喝酒和游历名川大山,汪伦非常仰慕他的才华,很想与他结为朋友。于是就写了一封信托人带给李白,上面写道:先生,您喜欢游览吗?这里有十里桃花;您喜欢喝酒吗?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,李白疑惑不解。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谊。临别时,汪伦踏歌相送,李白被他的真诚深深地感动了,即兴吟诗一首--《赠汪伦》。

[设计意图] 通过资源共享,使学生对李白与汪伦有进一步的了解,并产生浓厚的学习兴趣。

三、学习古诗出示[课件二]

这首诗表达了诗人怎样的情感呢?下面我们就来学习这首诗。

1.按自学提示自学古诗:出示[课件三]

①正确流利地朗读这首诗

②结合资料和注释,理解诗句的意思

③提出不懂的问题

2.组内交流

[设计意图] 使学生掌握自学方法,并能借助工具书和自己的积累,初步理解诗句的意思,通过小组交流讨论,发表自己的见解,训练学生自学和口语表达能力,为进一步学习打下基础。

3.检查自学情况:

①纠正字音:指名读诗句,其他同学认真听,看他是否做到正确流利

②找出难记的字,交流识记方法。

潭字:学生边说记忆方法,教师边板书,并用红色笔提醒大家注意潭字右上部是两个竖,而不是西。

[设计意图] 中年级识字教学虽不是重点,但对难记的字教师必须强化,帮助学生记忆。 ③了解诗意:指名用自己的话说说诗句的意思,其他同学纠正或补充。 ④质疑解答,重点理解深千尺、踏歌声和最后两句诗的意思。

深千尺:夸张,说明桃花潭的水很深。

踏歌:一边用脚打节拍,一边唱歌。(哪个同学愿意到前面表演,帮助学生理解?) 问:大家见过这样的送别方式吗?大家想一想,平常家里来了客人,我们是怎样送人的?可现在李白走了,汪伦把他送出村口、送上船,还用这种特殊的方式为他送行,从这里你感受到了什么?(汪伦与李白的情谊特别深)试着读出你的感受。(练读-指读-齐读)

[设计意图] 通过踏歌一词,体会送别方式的特别,从而感受李白和汪伦二人情谊的深厚,并通过反复吟诵,加深理解。

师:有个问题也一直在困扰着我,你们愿意帮我解决吗? 桃花潭水深与汪伦送我的情谊有什么关系?(学生讨论)

[设计意图] 在学生有疑问却不知如何表述,或有些问题未能提出时,教师把难点问题留给学生,有助于进一步深入理解诗意,同时用帮助老师解决问题的方式,由传统的要你学改变为我要学,营造了师生之间的民主氛围,加强了师生、生生之间的交流与合作。

师小结:我明白了,这是用水深比喻情深(板书:水深--情深),是啊!纵然桃花潭的水再深,也比不上汪伦与李白的情谊深啊!让我们通过读来表达他们之间那种浓浓的深情。

自由朗读--指名读--评读--再指读--齐读--师生轮读

[设计意图] 在理解诗意之后,通过诗文的声调和节奏,进一步体味作品的意境,达到熟读成诵。

4.配乐背诵出示[课件四]

一首诗就是一幅美丽的画,一首诗就是一曲动听的歌。此时此刻你就是李白,此时你就站在船头,让我们把对好友的深情尽情表达出来吧!(生边看图边自由朗读--指读--评读)

[设计意图] 为学生创设情境,使他们进一步感受古诗的韵律美、情境美和情感美。

5.哪些同学可以背诵?(指名背诵--会背的齐背)

四、扩展学习

1.世间离别情万种,多有诗人诉心声。除了这首《赠汪伦》以外,还有许多感人肺腑的离别诗,现在老师为你们提供了6首,供你们自学欣赏,请你选择其中一首,用你喜欢的方式来学习。

教师提供古诗学习方法和6首送别诗,学生任选一首自学:《送元二使安西》、《晓出净慈寺送林子方》、《黄鹤楼送孟浩然之广陵》、《送杜少府之任蜀川》、《白雪歌送武判官归京》《别董大》

[设计意图] 学生自主选择学习内容和学习方式,使不同层次的学生都能根据自己的喜好自由选择,有所发现、有所收获,从而使学生的个性有所发展。

2.汇报学习成果(或朗读、或背诵、或说诗意、或讲故事)

[设计意图] 整首诗的学习采用自学--初步理解、释疑--加强理解,诵读--体悟诗情,背诵--积累语言四大步骤,使学生掌握学习方法,便于进一步扩展学习。学生汇报时,其他学生边看边听,既培养了认真倾听的习惯,又是一次再学习的过程。

五、引导课外练习。

这节课先交流到这里,语文课外活动时再继续展示同学们的学习成果。

[设计意图] 将课堂上的内容延伸到课外,使课内外结合,引起学生的思考,为进一步学习打下基础。

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