八年级语文下册灯笼课件

灯 笼,吴伯箫,灯 笼 吴伯箫,学,习,目,标,1.,了解作者回忆的和灯笼有关的民俗，认知“灯笼”蕴含的文化价值。,2.,体会作者对往昔生活和家国天下寄予的复杂情感。,学习目标 1.了解作者回忆的和灯笼有关的民俗，认知“灯笼”蕴,背,景,链,接,1931,年,9,月,18,日，日本侵略者发动,“,九一八事变,”,，炮火不仅震碎了壮丽的祖国河山，也击破无数文士的美好幻想，这其中就包括吴伯箫。然而，国民党政府竟然采取,“,不抵抗,”,政策，这让他十分愤懑，忧心如焚、怒火中烧，如鲠在喉，不吐不快。,他在这一时期的散文，常常回荡着,爱国主义,的激越旋律。,灯笼,正是这个时期的文章。,背景链接 1931年9月18日，日本侵略者发动“九一八,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,理,清,灯,笼,认真默读课文，整体感知内容。,1.,标出自然段序号，结合课下注释，感知文章大意，积累生字词。,2.,从第,2,段找出能总领全文的一句话。逐段,概括灯笼引发了作者哪些回忆和联想。,之,缘,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,概括内容要点方法：,1.,一个自然段通常表达一个完整的意思，逐段概括不遗漏；,2.,找段首中心句；,3,.,抓关键句，综合全段内容。,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,神,龛,（）司马,懿,（）幽,悄,（）,争,讼,（）,裴,公（）,斡旋,（）,熙,熙然（）,怅惘,（）霍,骠,姚（）,sn,pi,wn,w xun,正音,字,词,检,测,x,kn,y,qio,pio,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,理,清,灯,笼,连活活的太阳算着，一切亮光之中，我爱皎洁的月华，如沸的繁星，同一支夜晚来挑着照路的灯笼。提起灯笼，就会想起三家村的犬吠，村中老头呵狗的声音；就会想起庞大的晃荡着的影子，夜行人咕咕噜噜的私语；想起祖父雪白的胡须，同宏亮大方的谈吐；坡野里想起跳跳的磷火，村边社戏台下想起闹嚷嚷的观众，花生篮，冰糖葫芦；台上的小丑，花脸，跪堂谱，司马懿探山。,真的，灯笼的缘结得太多了，记忆的网里挤着的就都是。,运用比喻和夸张，生动形象地表达出“我”与“灯笼”之间结下的缘分之多，突出了“我”对灯笼的喜爱。,之,缘,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,灯笼引发作者的回忆和联想,（,1,）大人管制小孩玩火，自己却偷偷,点烛（开篇写,“,火,”,，埋伏笔，做,铺垫）,。,（,2,）早年关于灯笼的许多事件。,（,3,）我挑着灯笼迎接祖父，听他讲进京赶考的掌故。,（,4-5,）我接过母亲递给我的纱灯,上下灯学,；,（,6,）,乡俗还愿时，村口红灯高照,；,（,7,）,元宵节我跟着龙灯跑个半夜,，伴着小灯入梦（太平丰年的热闹景象）；,（,8,）,族姊远嫁，宅第红灯高挂（对比，感伤）,；,（,9,）,在纱灯上描红,从前很引起我的喜悦（对乡俗氛围的迷恋）；,（,10,）联想到宫灯的样子和宫灯下的汉献帝。,（,11-12,）联想到历史名将，表达愿做马前卒的誓愿。,作者记忆里的灯笼和村民的日常生活，乡村艺术表演，节日喜庆，历史文化息息相关，为我们展示了一幅幅生动的,民俗风情画。,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,“飞蛾扑火”比喻自寻死路，自取灭亡。这里赞美飞蛾追求光明的执着精神。,朗读第,1,自然段，思考：,“虽不像扑灯蛾，爱光明而至焚身，小孩子喜欢火，喜欢亮光却仿佛是天性。”包含的成语是什么？应怎样理解。,体,会,灯,笼,内,涵,我们一家在田野上散步：我、我的母亲、我的妻子和儿子。,莫怀戚散步,我常坐老王的三轮车，他蹬，我坐。,杨绛老王,“飞蛾扑火”比喻自寻死路，自取灭亡。这里赞美飞蛾追求,结合文章相关语句说说灯笼的意义和文化价值。,1.,灯笼与村民日常生活不可分离，给人以温暖；（,1 3 5 9,）,2.,灯笼成为乡村艺术的重要构成，成为文化符号；（,2 6,）,3.,灯笼装点了乡村的节日，带给村民欢乐；（,7 8,）,4.,灯笼具有深厚的历史文化积淀，成为民族文化的重要组成部分；（,7 8 10 11,）,体,会,灯,笼,内,涵,结合文章相关语句说说灯笼的意义和文化价值。1.灯笼与村民日,深,入,探,究,深入探究,结合阅读提示及文本，我们看到课文所述之事多而杂，时间纵跨千年，地域横跨万里。如此诸多的看似相关又不相关的琐碎之事，作者是如何将其组合连缀成篇？,线索一：灯笼,线索二：情感线索,依据文章脉络，梳理作者的情感变化：,欣喜、向往,-,温暖亲情,-,感伤,-,迷恋,-,爱国情、报国志,结合阅读提示及文本，我们看到课文所述之事多而杂，时间纵跨千年,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路