统编版三年级语文上册第4课《古诗三首》ppt课件

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,第一课时,第二课时,语文 三年级 上册,4,古诗三首,秋天是一个多姿多彩的季节,收获的季节。今天我们就来学习三首秋天的古诗。,学习古诗,赠刘景文,第一课时,苏轼,(,1037-1101,),,字子瞻,号东坡居士,世称苏东坡。眉州眉山(今属四川省眉山市)人。北宋文学家、,书法家、画家。有,东坡七集,东坡乐府,等传世。,知诗人,诗人的好朋友。,赠刘景文,赠送。,赠送给刘景文的诗。,解诗题,赠,刘,li,zn,“,赠,”横画较多,注意,笔画之间间隔均匀,。“刘”左边“文”,捺变成长点,。,学写字,赠刘景文,宋,苏轼,荷尽,/,已无,/,擎雨盖,,菊残,/,犹有,/,傲霜枝。,一年,/,好景,/,君须记,,正是,/,橙黄,/,橘绿时。,读好古诗,读出停顿,学认字,残,是,翘舌音,“橙”,是,翘舌音,“橘”,读“,j,”,再读古诗,边读边思考:,这首诗中写到了秋天哪些的景物?把相关词语圈出来。,明诗意,赠刘景文,宋,苏轼,荷尽已无擎雨盖,,菊残犹有傲霜枝。,一年好景君须记,,正是橙黄橘绿时。,我圈的景物是:,荷尽已无擎雨盖,,菊残犹有傲霜枝。,结合圈画的词语,理解诗意。,荷尽已无擎雨盖,,擎:举,向上托,。,向上托举的舒展的荷叶,读一读,想象诗句的景象。,荷花,凋谢、荷叶,枯,败,荷尽,擎雨盖,你能把这两幅图分别对应“荷尽”与“擎雨盖”这两个词语吗?,已,无擎雨盖,菊残犹有傲霜枝,。,开败了菊花,傲霜斗寒,仍然,荷尽,已无,擎雨盖,,菊残,犹有,傲霜枝,。,说说诗句的意思,想象画面。,诗意,:,荷花凋谢,连那擎雨的荷叶也枯萎了。只有那开败了菊花的花枝还傲寒斗霜。,明诗意,对偶,两,个意象展示出秋末冬初的萧瑟景象,但,“,已无,”,与,“,犹有,”,形成强烈的对比,突出了菊花傲霜斗寒的形象。,指出诗歌前二句中的意象,并分析作者借其所表达出的含意。,败荷,残菊,我们通过借助注释和图片、结合生活实际等方法理解了诗句的意思,并读出诗的味道。,写完第一首古诗后,你有什么收获?,一年好景,君,须记,,正是橙黄橘绿时。,结合圈画的词语,理解诗意。,对对方的尊称,相当于“您”,。,明诗意,橙黄橘绿,橙子黄了,橘子绿了。,真是硕果累累!,一年好景君须记,正是橙黄橘绿时。,说说诗句的意思,想象画面。,诗意:,一年中最好的景致你一定要记住,那就是在橙子金黄、橘子青绿的秋末冬初的时节啊。,明诗意,这,首诗作于1090年(元祐五年)初冬,当时苏轼正在杭州任职,任两浙兵马都监的刘景文也在。两,人交往甚,密,,交情很,深。诗人一方面视刘景文为国士,并予以举荐;另一方面赠此诗以勉励之。(苏轼赠此诗时,刘,景文,已58岁了,难免有迟暮之感。),写作背景,后,两句,议景,,揭示,赠诗的目的,。说明冬景虽然萧瑟冷落,但也有硕果累累、成熟丰收的一面,而这一点恰恰是其他季节无法相比的。诗人这样写,是用来比喻人到壮年,虽已青春流逝,但也是人生成熟、大有作为的黄金阶段,,勉励朋友珍惜这大好时光,乐观向上、努力不懈,切不要意志消沉、妄自菲薄,。,如何理解,“,最是橙黄橘绿时,”,这句诗?,春天,和夏天应该是一年中最生机勃勃的,可是诗人为什么却说深秋时残菊傲霜、橙黄橘绿是一年中最好的景致呢?,悟诗情,遇到困难难,要像残菊傲霜那样,,勇于面对,乐观向上,,努力不懈。,只有严酷的环境才能锻炼人,才能检验、识别一个人的风骨。,诗的前两句可以一边想象画面一边朗读,语调宜,平直舒缓,,声音稍低,并,适当强调“犹有”“傲霜枝”,,表现菊花的残枝傲霜凌寒的精神。后两句语调宜,高亢,,读出诗人殷切嘱咐的感觉,其中,“橙黄橘绿,”,速度可稍慢,,给人以想象的余地。,朗读指导(,课后第一题,),背诵古诗,赠刘景文,宋,苏轼,荷尽已无擎雨盖,,菊残犹有傲霜枝。,一年好景君须记,,正是橙黄橘绿时。,我借助,“,已无、犹有、一年、正是,”,关键词把课文背熟了。,我借助插图把课文背熟。,盖,菊,残,i,j,cn,君,橙,霜,shun,jn,chn,观察下列生字,交流书写心得,。,“,残,”,左边不要多点。,“,橙,”,右上角是两个短撇;,“,盖、霜,”,横画、竖画较多,注意间距均匀。,学写字,赠刘景文,写景:荷尽 菊残,议景:橙黄橘绿时,勉,励,结构梳理,赠刘景文,是苏轼送给好友,_,的勉励诗,表达了人到壮年,虽已青春流逝,但也是人生成熟、大有作为的黄金阶段,勉励朋友珍惜这大好时光,,_,、,_,,切不要意志消沉、妄自菲薄。,刘景文,乐观向上,主题概括,努力不懈,一,、,根据课文内容填空。,1.,赠刘景文是描写,季的景色,作者抓住,四种景物来描写秋天的。,秋,橘绿,荷尽,菊残,橙黄,课堂演练,第二课时,通过,上一堂课的学习,我们学到了哪些学习古诗的方法?,可以,借助注释和插图、联系生活实际,想象画面等方法理解诗句的意思。,要,把古诗读正确、流利,读好停,顿。,在,理解诗句基础上,体会诗人要表达的感情。,互动课堂,迁移运用学法,学习,夜书所见,。,叶绍翁,,,字嗣宗,号靖逸,龙泉(今浙江丽水市龙泉市)人,南宋诗人,。著有四朝闻见录,补正史,之不足,被收入四库全书。其诗语言清新,意境高远。,看见的景象。,夜,书,所见,书写。,在夜里写下自己看到的景物。,解诗题,夜书所见,宋,叶绍翁,萧萧,/,梧叶,/,送寒声,,江上,/,秋风,/,动客情。,知有,/,儿童,/,挑促织,,夜深,/,篱落,/,一灯明。,xio,自主朗读,读准字音,注意停顿,读古诗,“挑”读“,tio,”。指儿童用树枝之类捉促织。,自学要求:,借助注释和图片、结合生活实际等方法理解了诗句的意思,并说说从诗中看到哪些画面?,自学古诗,理解诗意,写景,诗人写了哪些景物?,萧萧梧叶送寒声,,江上秋风动客情,。,送,sn,半包围结构,学写字,萧萧梧叶送寒声,,江上秋风动客情,。,风吹梧桐叶发出的声音,。,“送”字静中显动,引出“寒声”,渲染了环境的凄清幽冷,烘托羁旅者孤寂的情怀和凄凉的心境。,旅客思乡之情,萧萧梧叶,江上秋风,诗人触景生情,送,客情,游子不禁思念家乡、留恋童年之情。,诗意:,瑟瑟的秋风吹动梧桐树叶,送来阵阵寒意,江上吹来秋风,使出门在外的我不禁思念起自己的家乡。,明诗意,一阵阵( )吹动( ),发出( )的声音,让人感到( )。,补充填空:,秋风,梧桐树叶,萧萧,孤寂,于是,此情此景,独自一人在外的作者发出了由衷的感慨,写出了这样的诗句:,萧萧梧叶送寒声,,,江,上秋风动客情。,思乡,悲秋,知有儿童挑促织,,夜深篱落一灯明,。,诗人写哪些景物?,挑,tio,还有个读音是“,tio,”,想象,学写字,篱落,一灯明,促织,知有儿童挑促织,,夜深篱落一灯明,。,用细长的东西拨弄。,篱笆,蟋蟀的别名。,明诗意,作者为什么如此肯定,这“一灯明”就是儿童在挑促织呢?,因为他小时候也在夜晚打着灯笼抓蛐蛐。他此时一定想到了自己的童年,想到了自己的朋友,想到了自己的家。,知有儿童挑促织,,夜深篱落一灯明,。,理解诗意,想象画面。,明诗意,诗意,:,忽然看到远处篱笆下的一点灯火,料想是孩子们在捉蟋蟀。,这首诗前两句写了诗人郁闷孤独之情,朗读的语调,舒缓,。后两句语气较前两句明快一些,最后一句的语调可以上扬。,朗读指导(,课后第一题,),互动课堂,学习古诗,山行,圈出古诗中描写秋天的景物。,自学要求,运用学过的方法理解诗句的意思。,想象诗中描绘的画面。,1.,互相交流对诗句的理解及想象到的画面。,小组合作学习,2.,确定成员,选择其中两句诗准备汇报。,3.,小组集体朗读展示。,杜牧,,,字牧之,号樊川居士,京兆万年(今陕西西安)人。唐代诗人。著有樊川文集。诗歌以七言绝句著称,内容以咏史抒怀为主,人称,“,小杜,”,,以别于杜甫。与李商隐并称,“,小李杜,”,。,小组汇报,在山中行走。,山行,解诗题,远上,/,寒山,/,石,径,斜,,,白云,/,生处,/,有人家。,停车,/,坐爱,/,枫林晚,,霜叶,/,红于,/,二月花,。,山 行,唐,杜牧,读好古诗,读出停顿,。,jn,xi,学认字,山 行,唐杜牧,远上寒山石,径斜,,,白云生处有人家。,停车坐爱枫林晚,,霜叶红于二月花,。,圈出秋天的景物。,远上寒山石径斜,,白云生处有人家。,远上:,山高而远。,石径斜:,石径绵长,直通山路。,生:,产生,生出。,深秋时节的山,石子的小路,寒山,石径,一条弯弯曲曲的小路蜿蜒伸向山顶。在白云飘浮的地方有几户人家。,根据注释和插图,,说说你看到了什么,画面。,远上寒山石径斜,,白云生处有人家。,停车,坐,爱枫林晚,,霜叶,红于,二月花。,因为,。,比,还要红,。,枫林晚:,傍晚时的枫树林。,二月花,霜叶,停车坐爱枫林晚,,霜叶,红于二月花。,停下来是因为喜爱这傍晚枫林的景色,经霜的红叶比二月里开的花还要红。,根据注释和插图,,说说你看到了什么,画面。,置身于这样的美景中,诗人会产生什么样的情感呢?,诗人面对美景,内心充满对大自然的喜爱。,(4)因为停车甚久,观察入微,才能悟出“霜叶红于二月花”这样富有理趣的警句。,“,晚,”字用得无比精妙,它蕴含多层意思:,(1)点明前两句是白天所见,后两句则是傍晚之景,。,。,(2)因为傍晚才有夕照,绚丽的晚霞和红艳的枫叶互相辉映,枫林才格外美丽。,(3)诗人流连忘返,到了傍晚还舍不得登车离去,足见他对红叶喜爱之极。,这,首诗朗读的总体基调是明快的。诗的前两句,要读出,深秋时节山景的生机盎然,;后两句语调应,高昂上扬,,要读出诗人,对枫叶、对秋天的喜爱和赞美之情,。,朗读指导(,课后第一题,),寒,径,斜,hn,jn,xi,“,寒,”,的上部分要写的紧凑一些,注意笔顺。,“,斜,”,的左边的最后一笔是点。,“,送,”,先写里面的,“,关,”,再写走之儿。,一起来学习本课的会写字吧!,学写字,背诵,这三首诗可以结合文中的插图,想象文字描绘的画面更好地背诵。默写古诗时要注意格式:每句居中写,标点不要遗漏。,背诵和默写指导(,课后第一题,),夜书所见,景,冷,思念家乡,事,暖,结构梳理,山路绵长,山势高缓,停车喜爱,枫林晚景,山行,白云生处,人家居住,远近相融,热爱自然,夜书所见,这是一首纪行诗,写了诗人行于江上,眺望江边的,_,,表现了诗人,_,的心情,。,见闻感受,愉悦,主题概括,山行这首诗描写和赞美了,_,时节山林景色,表达了作者,_,的美好思想情感。,深秋,热爱自然,宿建德江,唐,孟浩然,移舟泊烟渚,,日暮客愁新。,野旷天低树,,江清月近人。,描写秋季的诗,拓展延伸,秋词,唐,刘禹锡,自古逢秋悲寂寥,,我言秋日胜春朝。,晴空一鹤排云上,,便引诗情到碧霄。,秋夕,唐,杜牧,银烛秋光冷画屏,,轻罗小扇扑流萤。,天阶夜色凉如水,,坐看牵牛织女星。,荷尽已无擎雨盖。,萧萧梧叶送寒声。,一、根据诗意写诗句。,1.,瑟瑟的秋风吹动梧桐树叶,送来阵阵寒意。,_,2.,荷花凋谢,连那擎雨的荷叶也枯萎了。,_,课堂演练,二、根据课文内容填空。,夜书所见,是,代诗人,的作品。题目中“书”的意思是,。其中后两句是,,,。在这首诗中,,表达了作者,的感情,。,思念家乡、留恋童年,宋,叶绍翁,书写,知有儿童挑促织,夜深篱落一灯明,三、,背一背,写一写,。,山 行,( )寒山石径斜,,白云( )有人家。,( )坐爱枫林晚,,( )红于二月花。,远上,生处,停车,霜叶,四,、你还知道哪些有关秋天的诗句吗?,山居秋暝,唐代 王维,空山新雨后,天气晚来秋。,明月松间照,清泉石上流。,字词听写,4,古诗三首,有人说秋是美的,秋高气爽,晴空万里;有人说秋是萧瑟的,秋风吹起,落叶飘零。不同的人、不同的心情对相同的景物有不同的感受。今天,就让我们穿越时空,跟随着古代诗人一起去品味晚秋的景致吧!,山行,唐,杜牧,作家名片:,杜牧,(803852),,唐代,诗人。字牧之,京兆万年,(,今陕西西安,),人。其诗豪放、旷达、俊逸,后人称杜,甫为“老杜”,称杜牧为“小杜”。,主要作品:,阿房宫赋,江南春,泊秦淮,过华清宫,等。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,山 行,唐,杜牧,远上寒山石径斜,白云生处有人家。,停车坐爱枫林晚,霜叶红于二月花。,有感情地朗读诗歌,读出节奏,读准字音。,山 行,唐,杜,牧,远上,寒,山石,径斜,,白云生处有人家。,停车坐爱枫林晚,,霜,叶红于二月花。,tn,m,jn,xi,hn,shun,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,远上寒山石径斜,白云生处有人家。,向山的远处伸展。,深秋时节的山林。,石头小路。,倾斜,这里有曲折不直的意思。,生,产生,生出。指飘浮着白云的地方。,【,诗意,】,在深秋时节的山上,有一条弯弯曲曲的小路伸向远方。在白云飘浮的地方隐隐约约可以看到几户人家。,远上寒山石径斜,白云生处有人家。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,停车坐爱枫林晚,霜叶红于二月花。,因为。,傍晚时候的枫树林。,被秋霜打过的枫叶。,比,还红。,【,诗意,】,不禁停下车来,因为太喜欢这晚秋的枫林,经秋霜打过的枫叶,比二月里的鲜花还要红艳。,停车坐爱枫林晚,霜叶红于二月花。,朗读古诗,说说古诗中写到了哪些景物?,白云,山径,人家,枫林,霜叶,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,朗读古诗,理解句子:,白云生处有人家,生,一个“生”字形象地表现了白云升腾、缭绕和飘浮等种种动态,也说明山很高。,霜叶红于二月花,诗人用“霜叶”和“二月花”作对比,突出了霜叶的红,体现了深秋枫林的生机盎然。,这首诗描绘了怎样一幅画面?表现了诗人怎样的思想感情?,山行,描绘了一幅由“寒山”“石径”“白云”“枫林”等构成的山林秋色图,表达诗人对秋天的热爱之情。,山行,眺望远景,寒山,石径,白云,人家,驻足欣赏,枫林,霜叶,秋比春美,色彩鲜明,生机盎然,赠刘景文,宋,苏轼,苏轼,(10371101),:,宋代文学家、书画家。字子瞻,号东坡居士,眉山,(,今属四川,),人。“唐宋八大家”之一。,主要作品:,水调歌头,题西林壁,饮湖上初晴后雨,等。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,有感情地诵读诗歌,读出节奏,读准字音。,赠刘景文,宋,苏轼,荷尽已无擎雨盖,菊残犹有傲霜枝。,一年好景君须记,正是橙黄橘绿时。,赠刘,景文,宋,苏轼,荷尽已无,擎,雨,盖,,,菊残犹,有,傲,霜枝。,一年好景,君,须记,正是,橙,黄,橘,绿时。,zn,li,sn,s sh,qn,cn,yu,o,jn,chn,j,i,j,荷尽已无擎雨盖,菊残犹有傲霜枝。,达到极端。诗中指凋谢;荷尽指荷花枯萎。,指托住雨水。,指叶子。,惨败;枯萎。,不怕霜冻,坚强不屈。,还,尚且。,荷尽已无擎雨盖,菊残犹有傲霜枝。,诗意,荷花凋谢,连那擎雨的荷叶也没有了,菊花虽然开败了,但是还有傲寒斗霜的枝干。,一年好景君须记,正是橙黄橘绿时。,指橙子黄、橘子绿的时候。,诗意,一年中最好的景致你要记住,那就是橙子金黄、橘子青绿的时节。,赠刘景文,这首诗抓住了秋季的哪些景色进行描写?,荷尽,菊残,橙黄橘绿,赠刘景文,这首诗抓住了秋季的哪些景色进行描写?,荷尽,菊残,橙黄橘绿,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,这首诗突出了秋季的什么特点?表现了诗人怎样的思想感情?,赠刘景文,通过对“荷尽”“菊残”,“橙黄橘绿”等秋景的描写,突出了菊花傲霜凌寒的气概,间接表达了对好朋友的敬佩之情。,你从哪里可以看出?,荷尽已无擎雨盖,,菊残犹有傲霜枝。,已无,犹有,对比,作者以“荷尽”“菊残”写出了秋末的特征,表达了作者对菊花的敬佩、赞美之情。,“已无”与“犹有”形成强烈对比,突出了菊花傲霜斗寒的形象。,一年好景君须记,正是橙黄橘绿时。,这两句诗揭示了怎样的道理?,揭示赠诗的目的。说明深秋虽然冷落,但也有硕果累累、成熟丰收的一面。勉励朋友珍惜这大好时光,乐观向上、努力不懈。,赠刘景文,秋末的特征,荷尽无叶,菊残傲霜,收获的季节,橙子金黄,橘子青绿,色彩明丽,富有生气,夜书,所见,宋,叶绍翁,晚上写。书,写。,作家名片,:叶绍翁,字嗣宗,号靖逸,南宋诗人。,主要作品,:,游园不值,嘉兴界,四朝闻见录,等。,夜书所见,宋,叶绍翁,萧萧梧叶送寒声,江上秋风动客情。,知有儿童挑促织,夜深篱落一灯明。,有感情地诵读诗歌,读出节奏,读准字音。,夜书所见,宋,叶,绍,翁,萧,萧梧叶,送,寒声,江上秋风动客情。,知有儿童,挑促,织,夜深,篱,落一灯明。,sho,xio,tio,c,l,sn,萧萧梧叶送寒声,江上秋风动客情。,风声。,送来阵阵寒意。,使客人产生了思念家乡之情。,梧桐树。,诗意:萧萧秋风吹动梧桐树叶,送来阵阵寒意,江上的秋风让客游在外的诗人不禁思念起自己的家乡。,萧萧梧叶送寒声,江上秋风动客情。,梧桐叶落的声音是什么样的?谁能给我们模仿一下?听到这样的声音你会有什么感受?,悲凄,第二句诗中的“客”指的是谁?,为什么说诗人是“客?,诗人。,因为他身处异乡。,萧瑟的秋风吹下梧桐树叶,江边寒气逼人,作者孤独一人行走在江畔,假如你就是这个孤身在外的诗人,看到此情此景,你会产生什么样的心情?又会想到什么呢?,知有儿童挑促织,夜深篱落一灯明。,料想,猜想。,蟋蟀,俗称蛐蛐。,篱笆。,用细长的东西拨弄。,知有儿童挑促织,夜深篱落一灯明。,诗意:料想是孩子们在捉蟋蟀,因为夜深了忽然看到远处篱笆下的灯火。,这两句描绘了一幅怎样的画面?会使客游在外的诗人想到什么呢?,这两句描写儿童深更半夜借着灯火,津津有味地捉蟋蟀的生活情景,自然容易引发诗人的联想:他会想起自己童年时代也是如此天真浪漫、开心有趣,他会想起故土家园的温馨美好,他会想起亲人朋友的声音容颜,一种如归故里、如返童年的亲切感油然而生。,近处,梧叶送寒声,秋风动客情,儿童挑促织,篱落一灯明,远处,郁闷孤独,倍感亲切,思念家乡,夜书所见,描写秋天的古诗,秋词二首,其一,自古逢秋悲寂寥,,我言秋日胜春朝。,晴空一鹤排云上,,便引诗情到碧霄。,宿建德江,移舟泊烟渚,日暮客愁新。野旷天低树,江清月近人。,1.,比一比,再组词。,诗( ) 首( ) 于( ),持( ) 自( ) 子( ),古诗,支持,首先,自己,等于,儿子,2.,读古诗,完成填空。,(,1,),赠刘景文,写的是( )季的景色,从( )、( )可以看出来。,(,2,),山行,的作者是( )代诗人( ),他与李商隐并称“小李杜”。,秋,荷尽,菊残,唐,杜牧,3.,拓展阅读。,曲池荷,唐卢照邻,浮香绕曲岸,圆影覆华池。,常恐秋风早,飘零君不知。,荷花香气浮动盘绕在曲折的河岸,圆实的花叶覆盖着美丽的水池。常常担心萧瑟的秋风来得太早,使你来不及饱赏荷花就凋落了。,课后习题参考答案,朗读指导,:,山行,朗读前两句时,语调可平稳柔和,快慢有致。朗读后两句时,要把诗人舒畅愉悦的心情读出来。,赠刘景文,朗读第一句语调平直舒缓,声音稍低,表现秋末的萧瑟凄清。第二句声音稍高,强调“犹有”,重读“傲霜”。朗读第三句语调高亢、热烈,重读“好”和“须”。最后一,1.,有感情地朗读课文,背诵课文。默写,山行,。,一句重读“正”和“橙黄橘绿”。,夜书所见,朗读时,用舒缓的语调读出诗人客游在外的孤独郁闷。,背诵指导,:可在熟读古诗、理解诗意的基础上,抓住诗中的景物或重点词语进行背诵。如,山行,:,“,寒山、石径,白云、人家,枫林,霜叶”,;,赠刘景文,:,“,荷尽,菊残,好景,橙黄橘绿”,;,夜书所见,:,“,梧叶,寒声,秋风,客情,儿童,促织,篱落,灯明”。,默写指导,:在背诵的基础上进行默写,做到不漏字,不错字。,参考答案,:这三首诗写的都是秋天的景色。从“霜叶红于二月花”“橙黄橘绿”“秋风”可以看出。,2.,这三首诗写的是哪个季节的景色?你是从哪些地方发现的?,3.,结合注释,用自己的话说说下面诗句的意思。,停车坐爱枫林晚,霜叶红于二月花。,一年好景君须记,最是橙黄橘绿时。,参考答案,:(,1,)不禁停下车来,因为太喜欢这晚秋的枫林,经秋霜打过的枫叶,比二月里的鲜花还要红艳。(,2,)一年中最好的景致你一定要记住,那就是橙子金黄、橘子青绿的时节。,1.,试背古诗。用同桌互背、指名背、小组赛背等方式熟背古诗。,2.,画一画自己心目中的秋天。,
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