2023年晏子使楚教学设计一等奖(二十八篇)
人的记忆力会随着岁月的流逝而衰退,写作可以弥补记忆的不足,将曾经的人生经历和感悟记录下来,也便于保存一份美好的回忆。范文书写有哪些要求呢?我们怎样才能写好一篇范文呢?以下是小编为大家收集的优秀范文,欢迎大家分享阅读。
晏子使楚教学设计一等奖篇一
师:同学们,上节课我们一起领略《杨氏之子》的聪明才智。历史上这样的人物很多。
师:两千多年前,我国历史上曾出现一个群雄纷争的春秋战国时代,其中齐国和楚国是大国,说起齐国,我想起一个人,他虽然身材矮小,但经常被派到其他国家执行外交任务,帮助齐国解决了许多外交上的争端,他就是——晏子。(板书)生书空。
师:你对晏子有哪些了解?
恩,对。课前预习课文了。你知道的可真不少。同学们看!(出示课件晏子资料)
师:他原名叫晏婴,为什么叫晏子呢?什么样的人才能称为子呢?
哦,这是你的观点。你分析的很有道理。
那我称为姜子行不行?
对,不行,为什么?不知道,没关系,其实呀“子”是古代对有学问有贡献的男性的尊称。还有哪些人被称为子?
师:同学们的课外语文知识积累还挺丰富啊。学习语文要经常注意课外积累。说起晏子,他的故事很多很多,同学们可以去看《晏子春秋》。这节课我们就走进他的一个故事——《晏子使楚》。(板书:使楚)
师:使楚什么意思啊?
师:看来课文大家预习的不错,这些词语你会读吗?(出示课件词语)
快,自己先读读。
谁来自告奋勇的第一个读?
他读得真好,刚才侮辱和规矩他都读对了。
侮辱两个上声在一起,第一个要读成二声的。
规矩中矩单独出现读三声,规矩两字在一起就读轻声。
再读。接着来。你读的很准确,你来,声音很响亮。
你真棒,连多音字都能读准确。
师:快读给同桌听听!看谁最会当小老师。(同桌读)
师:刚才同学们读得热火朝天,咱们一起来读读。(齐读)
1、词语读得这么好,课文一定预习得也不错。
谁来说说课文讲了几件事,哪几件事?
课文讲了三个故事:进城门、见楚王、赴酒宴(板书)
2、晏子出使楚国就是使节,使节什么意思?(就是带着国家交给的重任去访问别的国家)
既然晏子使楚,那楚王又是怎么对待他的呢?(用简练的话说)
第一次想让他钻狗洞,第二次说这个国家没人,瞧不起他,说怎么让他这种人来了。第三次说齐国人没出息。说得很简练,很完整。
3、师:楚王就这样一次一次地侮辱晏子,然而,最终的结果是:从这以后,楚王不敢不尊重晏子了。这就是晏子使楚的最终结局了,再大声地读一读这句话。
师:快把这句话划下来,再齐读一遍。
“不敢不尊重”是尊重还是不尊重?那这句话的意思是:从这以后,楚王尊重晏子了。
师:有否定词“不”。像这样一个句子里有两个否定词的句子是双重否定句。 双重否定句表达的是肯定的意思,但它比肯定句表达的程度更深,语气更强烈。
为什么楚王尊重晏子了呢?请同学们迅速课文,看看故事中楚王和晏子的对话:晏子都说了什么?怎么说的?把楚王说得用直线画下来。晏子的话用波浪线画出来。想一想晏子给你留下什么样的印象?(机智聪明、口才出众)你从哪体会到的?
(一)第一个故事
晏子看了看,对接待的人说:“这是个狗洞,不是城门。只有访问‘狗国’,才从狗洞进去。我在这儿等一会儿。你们先去问个明白,楚国到底是个什么样的国家?”
1、师:这段话你读出了什么?(感觉晏子不太服气,因为去拜访别人,别人应该亲自去迎接,而楚王不但不让他进去,还要让他去钻狗洞,所以晏子就说了这段话来让楚王知道他不是好欺负的。)
你从哪个句子或者哪个词语最能看出晏子的不服气。
师:听了他的解读,我们一起来看大屏幕:
访问正常国家,开城门,访问狗国,钻( ),楚国让我钻狗洞,所以楚国是( )。
2、这段话好在哪儿呢?
(晏子不但保护了自己的尊严,而且还讽刺了楚王。)
晏子用推理(板书)的方法委婉地指出如果让他钻狗洞,楚国就是——狗国。
3、感情朗读:晏子说这句话的时候,会是怎样的语气呢?(不卑不亢、绵里藏针)
师:你看这晏子多会说话啊。我们继续谈,看看还有哪里能看出晏子的机智、口才出众?
(二)第二个故事
楚王瞅了他一眼,冷笑一声,说:“难道齐国没有人了吗?”晏子严肃地回答:“这是什么话?我国首都临淄住满了人。大伙儿把袖子举起来,就是一片云;大伙儿甩一把汗,就是一阵雨;街上的行人肩膀擦着肩膀,脚尖碰着脚跟。大王怎么说齐国没有人呢?”
1、师:在原文里有这样的语句,晏子对曰:“齐之临淄三百闾{lǘ},张袂成阴,挥汗成雨,比肩继踵而在,何为无人。”后人在晏子说的这段话里概括出了三个成语,你知道是什么吗?
挥汗成雨,摩肩接踵(比肩继踵),张袂成阴。
师:这三个成语的意思在课文中都有对应的句子,用曲线画出来。
生:“张袂成阴”的意思是大伙儿把袖子举起来,就是一片云。“摩肩接踵”的意思是街上的行人肩膀擦着肩膀,脚尖碰着脚跟。“挥汗成雨”就是大伙儿甩一把汗,就是一阵雨。
师:把这三个成语赶紧写下来,看谁一边写一边记在心里。
(待学生写完。)来一起读一遍——
生读:张袂成阴,挥汗成雨,摩肩接踵,或者是比肩继踵。
晏子用夸张(板书)的手法形容齐国人多,楚王的话中的“人”指的是什么人?(人才)他的意思是?(侮辱齐国没有人才)晏子却夸耀——齐国百姓人口众多,将楚王说的“人才”换成老百姓,借机赞扬齐国。
2、师:阅读课文并不难,只要你看明白问题,用心在文章里找,就一定会找到正确的答案。
3、感情朗读。齐读课文。齐鲁大地地大物博,人才辈出。让我们一起自豪地读读?
晏子拱了拱手,说:“敝国有个规矩,访问上等的国家,就派上等人去;访问下等的国家,就派下等人去。我最不中用,所以派到这儿来了。”说着他故意笑了笑,楚王只好陪着笑。
1、晏子真的不中用吗?他为什么这样说?
谦虚/贬低自己,其实是讽刺楚王。
2、我们继续推想这段话的妙处。
上等人—访问上等国家 下等人—访问( )
“我”最不中用—访问 ( )
所以 楚国是( 最下等国家 )
3、如果晏子直接说“楚国是下等国(板书)”行不行?晏子的回答妙在哪里?
(三)第三个故事
哪知晏子面不改色,站起来,说:“大王怎么不知道哇?淮南的柑橘,又大又甜。可是橘树一种到淮北,就只能结又小又苦的枳,还不是因为水土不同吗?同样的道理,齐国人在齐国能安居乐业,好好地劳动,一到楚国,就做起盗贼来了,也许是两国的水土不同吧。”
1、你从这段话中读懂了什么?
通过推理想想这几句话的意思是?( 楚国的社会风气不好 )
2、师: 你说得太好了,条条都在理,他可真了解晏子。其实,在原文里头,晏子说了一句很简单的古文。
橘生淮南则为橘。生于淮北则为枳。
第一个“水土”是指“气候、土壤等条件”。同样道理得出,齐国人在齐国能安居乐业,好好地劳动,说明齐国社会环境、社会风气好,齐国人一到楚国,就做起盗贼来了,说明楚国社会环境、社会风气不好,从而理解第二个“水土”是“社会环境、社会风气”的意思。
晏子用柑橘比喻人,用打比方(板书)的方法说明楚王治国无方,造成楚国社会风气不好(板书),使好人变成盗贼。
师:这是个对比句,快快背进脑袋里,看看谁将来也能用上这句话。
3、 感情朗读。(中等生/优等生)
同样的道理,齐国人在齐国能安居乐业,好好地劳动,一到楚国,就做起盗贼来了,也许是两国的水土不同吧。”
“也许”不是肯定的意思,反驳强劲又不失礼节。你想怎么读?
为什么晏子不直接说就是因为楚王的无能使得楚国风气不好呢?
春秋五霸中,秦国在西部实力最强,其他四国在东部,晏子出使楚国,就是利用政治、外交的攻势,与楚结盟,共同抗击秦国。
现在你了解为什么晏子如此说话了么?
晏子是一个怎样的人?
晏子是为了齐楚结盟才出使楚国的,因此晏子说话特别含蓄,用了打比方、推理的方法,他是一个不辱使命的人。
我们可以从故事中可以体会晏子是什么样的人?机智、爱国。
师:是呀!正因为这样,楚王不敢不尊重晏子了。让我们记住晏子,喜欢晏子的同学可以从网上搜一些晏子的资料,也可以阅读《晏子春秋》
晏子使楚教学设计一等奖篇二
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晏子使楚教学设计一等奖篇三
1、流利地朗读课文,根据书下注解,读懂课文,积累实虚词。
2、体会文中鲜明的人物形象,个性化的语言。学习晏子机智勇敢,不辱使命,维护国家尊严的精神。
《晏子使楚》是学生接触文言文以来,第一篇较长的文本,掌握重要的文言实词、虚词就是本篇课文的教学重点。而文中故事颇具戏剧性,双方不太友善的对话中暗藏诸多机巧,
楚王听说晏子是善于辞令之人,想借机刁难他,而晏子临阵不乱,机警应变,针对楚王诬蔑齐人“善盗”,晏子引用橘化为枳的故事,类比推理出,反让楚王“反取病焉”。可以说文中人物形象鲜明,语言富有个性化。因此,体会文中鲜明的人物形象,个性化的语言。学习晏子机智勇敢,不辱使命,维护国家尊严的精神,便是本文的教学难点。
在教学中,以朗读贯穿全文,让学生自己依据书下注解尽可能地去读懂文章,积累重点的实虚词。第一课时:初读课文,读顺文章,把握重点字音;二读课文,读懂文章,积累重点的实词、虚词,争取能够翻译全文;第二课时,复习第一课时的内容,并再读课文,感悟思考,分角色朗读,分析晏子为什么会战胜楚王,并分析文中晏子和楚王的人物形象;四读课文,感悟人物形象的魅力,贯穿口语交际等内容。最后,争取能够当场背诵课文。
二课时
一、导入
周恩来总理作为外交家时的小故事导入:1972年2月,他陪美国总统尼克松参观我国自行设计和施工的南京长江大桥。当踏上引桥时,尼克松突然问:“总理阁下,请问南京长江大桥每天有多少人经过。”“总统阁下,南京长江大桥每天有5个人经过。”看到对方发怔的样子,他又自豪地解释说:“每天经过南京长江大桥的人是工、农、兵、学、商,不是5个人吗?”尼克松听后,“啊”了一声,随即连连点头赞叹。。而今天课文中出现的晏子,名婴,字平仲,春秋时政治家。在齐灵公、庄公、景公时历任卿相,掌管齐国政治,讲究礼仪,以“节俭力行”著称。让我们一共走进《晏子使楚》。
二、初读课文,读顺文章
请同学们自由朗读课文,注意文中易读错、易写错的字,把它划下来,与同学们交流。
如:缚、熙、酣、枳。
三、二读课文,读懂文章
请同学们在读顺课文的基础上,根据书下注解翻译课文,把你不懂的实词、虚词划下来与同学们交流。(字词以学生自学提问、学生回答为主,教师进行总结)
⑴实词、虚词的积累。如对课文注释中的词语要多读、多记,不断温故知新。
使习方坐盗固徒其实病为其来也
⑵通假字、古今异义词、一词多义、特殊句式的辨识、理解。
通假字:熙,同“嬉”,开玩笑。曷:同“何”,什么。
一词多义:之、使
古今异义词:坐盗避席其实(它的果实)所以(……的原因)
倒装句:曷为者也(为何人)何以也(以什么办法)
参考译文
晏子将要出使到楚国去,楚王听到这个消息,对手下的人说:“晏婴是齐国善于辞令的人,现在将要来了,我想羞辱他一下,用什么办法呢?”手下的人回答说:“当他到来的时候,请允许我绑上一个人从你面前走过。大王就问,这是做什么的人?我们就说,是齐国人。大王再问,犯了什么罪?我们就说,犯了盗窃罪。”
晏子来了,楚王请晏子喝酒。喝喝得正高兴的时候,两个小官吏绑着一个人走到楚王面前。楚王问:“被绑着的人是干什么的?”(小官吏)回答说:“是齐国人,犯了偷窃罪。”楚王瞟着晏子,说:“齐国人本来就善于偷窃吗?”晏子离开座位回答说:“我听说过这样的事,橘子生在淮河以南就是橘子,生长在淮河以北就变成枳了,只是叶子的形状很相像,它们果实的味道完全不同。之所以这样的原因是什么呢?是水土不同。现在老百姓生长在齐国不偷东西,到了楚国就偷东西,莫非楚国的水土使得老百姓善于偷东西吗?”楚王笑着说:“圣人不是能同他开玩笑的,我反而自讨没趣了。”
四、集体朗读课文。
五、作业布置:
背诵课文及书下注释,并把课文翻译一遍。
一、复习导入:提问学生,解释重点实词、虚词的含义,并翻译重点语句。
(1)解释重点实词、虚词
使习方坐盗固徒其实病为其来也熙曷“之”的用法
(2)翻译重点语句
1、为其来也,臣请缚一人过往而行。
2、得无楚之水土使民善盗耶?
3、圣人非所与熙也,寡人反取病焉。
4、齐人固善盗乎?
5、所以然者何?水土异也。
二、分角色读课文,感悟思考
分角色朗读课文,(要读出人物的语气性格)思考晏子是如何反击楚王的?从文中可以看出晏子是一个怎样的人?楚王又是怎样的人?
晏子临阵不乱,机警应变,针对楚王诬蔑齐人“善盗”,晏子引用橘化为枳的故事,类比推理出,反让楚王“反取病焉”。楚王的自作聪明、仗势欺人,晏子的机智善辩,政治家、外交家的风度跃然纸上。
三、再读课文,口语交际
再读晏子与楚王的对话,体会晏子的外交语言艺术,主要在于他成功地运用了逻辑严密的三段式推理,以子之矛攻子之盾,比喻、类比等反驳方式和语言艺术。请同学们谈谈在平时的生活中,与别人说话时要注意哪些方面?
在现实生活中,我们要做到以理服人,说话时要委婉点,注意方式方法,易于别人接受。
四、当场背诵课文。
五、总结:本文人物形象刻画鲜明。寥寥数语纵观全文,晏子始终是站在国家的利益上,用外交辞令回击楚王的一次又一次伤及国格的侮辱,从而维护了齐国的形象与尊严。
六、作业布置:
1、背熟课文。
2、收集晏子的其他故事或其他古代外交家机智善辩的故事,讲给同学、老师、家长听。
3、完成合作学习手册。
晏子使楚教学设计一等奖篇四
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晏子使楚教学设计一等奖篇五
这是一篇独立阅读课文,在教学时,要做到以学生为主体,把课堂真正还给学生,让他们成为课堂的主人。在课前,我布置预习作业,让孩子从文章资料、课题、人物等方面进行预习,初步了解文章资料。在课上,以检查学生预习状况入手,比较容易理解的资料让学生透过反复读来代替老师的讲。让孩子大胆质疑,提出课上就应解决的问题,即教学重点资料。在自学课文时,让学生自己选取同伴、自己选取喜欢的段落,充分体现还给学生自主权。汇报自学效果时,引导学生多评点、多感悟,重点说出自己的感受。最后以两个口语练习来检查学生对文章资料的理解状况,做到学习语文与提高语文潜力相结合。
(一)教学资料的分析
这是一篇阅读课文,讲叙的是春秋齐国大夫晏婴出使楚国,楚王三次侮辱他,晏子进行了反驳,为自己和齐国赢得了尊重的故事。课文用三个小故事展示了晏子的一身正气和过人智慧,全文以事件的起因、小过、结果为序,先交待了时代背景和事件的起因,中间叙述了晏子与楚王三个回合的斗智过程,最后以一句话交待出斗智的结果。课文记叙顺序清楚,结构完整。
(二)教学对象的分析
学生已接触过这类历史资料的课文,部分学生对历史上的人物、事件也比较感兴趣,比较了解,所以学生在课前收集资料时必须明白从何入手,对理解这类课文的方法,他们也会做到心中有数。但同时也有一部分孩子在课前并不做任何收集相关资料作业,对这一类课文也不感兴趣,如何调动他们的学习用心性才是整节课的关键,在课前我以竞赛作业形式,调动他们的用心性,并提示这部分同学该从哪些方面入手,尽量让每个孩子在课上从同一齐跑线出发,在课上我也多把机会给这些同学,让他们以同学带同学的形式学习。
知识与技能:认识本文6个生字,了解楚王是用什么办法侮辱晏子的,晏子用什么办法反驳楚王,提高学生的自悟理解潜力、语言表达潜力及逻辑思维潜力,训练学生大胆想象的潜力、大胆质疑的潜力,发展学生的辩论思维。
过程与方法:了解课文的叙述顺序,学习作者按必须顺序写的表达方法。
情感态度与价值观:帮忙学生树立正确的人生观、价值观,教会他们明辨是非,理解晏子的智慧,明白他是怎样维护齐国的尊严的。
这篇课文教学重点是了解楚王三次是怎样侮辱晏子,晏子是怎样反驳的,理清文章叙述顺序,学习作者按必须顺序写的表达方法;难点是让学生理解晏子的智慧,对楚王及晏子两个完全对立的人物形象进行评价。
独立阅读文章,学生只要了解文章主要资料及叙述顺序即可。重要的是要学习作者的表达方法,在突破重点与难点上,我根据“书读百遍、其意自现”,反复让学生颂读、品味,加深对文章资料的理解,两个口语练习(让学生对文中人物进行评价,对全文资料进行一句话感言)帮忙学生突破难点。
计算机、实物投影
课前布置预习作业,对文章大意、对课题、对人物进行预习、读文。
(一)汇报预习状况
1、这天我们来学习第16课《晏子使楚》,昨日老师布置了预习作业,此刻我就来检查一下,我请几名同学来读文章,你认为他们读得怎样样?(好,通顺、流利、有感情;不好,不熟、生硬……)哪部分读得不好再读。
2、透过预习,也透过刚才朗读课文,你读懂了什么?可结合资料说。(从标题、主要资料、条理、结构等方面汇报)
以下是学生从网上收集的一部分资料:楚庄王(?―前591),春秋楚国国君(前613――前591)。名旅(或作吕、侣)。在位时整顿内政,兴修水利,使“商农工贾,不败其业”,国势大振。庄王三年(前611年),灭庸(今湖北竹山西南)。继攻陆浑之戎,向周室问象征天子权威的九鼎之轻重。后大败晋军于邲(今河南荥阳北),迫使鲁、宋、郑、陈等国先后归附,称霸中原。楚庄王前613即位,在位22年,楚庄王姓芈名侣,楚穆王的儿子。庄王即位三年,不出号令,日夜淫乐。后经大臣伍举谏言,勤理政事,三年而霸,这就是“一鸣惊人”的来历。他任孙叔敖为相,整顿吏治,兴修水利,楚强。先后征服大小国二十多个,成为中原霸主。
晏婴(?―前500)春秋时齐国大夫。字平仲,夷维(今山东高密)人。继父任齐卿,历仕灵、庄、景公之世。曾出使晋,与晋大夫叔向议齐政,预言齐政权将为田氏代替。有《晏子春秋》传世,为战国时人搜集他的言行所作。
让学生带着资料在实物投影上展示。
3、请同学们仔细观察楚王戏弄晏子的段落,你发现了什么?(三个段落的叙述结构一样,都是楚王先为难晏子,之后晏子反驳楚王,最后楚王输给晏子)
4、我们再读课文,看看你或是我们该带着什么问题学习,还有哪些不懂的地方,在书上做好标记(楚王几次戏弄晏子,怎样戏弄的,晏子怎样做的)
5、提出问题(能够解决的在小组内解决)
(二)学习文章
1、好,此刻我们就带着问题来学习课文、评点课文,看看课文是怎样把晏子机智、勇敢的特点写出来的。
(先自读,再以小组为单位,可自由选组)你认为哪部分最能突出晏子的特点,你就自己去读、去品味,做到边读边感悟边评点(在书上做好标记)。
2、谁愿意汇报一下你们的学习成果。
⑴从资料、写法、重点词句、感悟入手。
⑵先读、再品味,同组同学做补充,补充完毕再由别的组补充。
⑶针对重点词、句问生:读到这儿,你联想到什么?
在学生汇报过程中,引导学生解决以下几个重点问题:
a.楚王为什么一而再、再而三地侮辱晏子?
b.楚王是不是只想侮辱晏子?
c.晏子为什么取得胜利?
⑷汇报完,生再读,该怎样读,为什么这么读?
3、好,你们说得很好,此刻我们就分主角来读文,注意人物对话该怎样读。
4、读得很好,此刻你们想不想评价一下文中的人物?(结合资料、资料可评价楚王、晏子、卫士等)你们认为他们是怎样的人。
(三)总结、练习
学完文章,你能用一两句话对文章进行一个概括吗?我们来个“一句话感言评比”,看谁的见解最独特。
(四)布置作业
对文中任一人物进行分析,写一份评价报告。
七
这篇独立阅读课文的资料对学生来说比较遥远,但却比较搞笑,在课堂上我设计了这样两个口语练习:请你对文中你感兴趣的人物进行评价;一句话感言评比。这其实是对学生的学习状况进行检查,先由学生自我评价,再由同学间生生评价,最后我们师生共同评价,这样既训练了学生的口语表达潜力,又检查学生对文章资料的理解状况,效果很好。
学校点评:
评点式教学是以学生自主探究、讨论评点、合作学习为主要学习形式,让学生充分地阅读用心地感悟,用心地思考、自由地表达,中高年级应以教材为主要凭借,并适当向课外延伸阅读评点。贺桐老师的这节《晏子使楚》的教学设计是以新课程理念为指导,立足于培养、提高学生的潜力,激发他们主动学习的欲望,鼓励他们大胆提出问题,并赞赏他们“求新求异”说出自己的想法、见解很明显,贺桐老师是在努力地将课堂真正还给学生。在教学过程设计中贺桐老师分四步完成教学资料:首先以汇报预习状况为切入点,让学生展示超多的资料,这是在充分体现了对学生收集资料、处理信息、发布信息潜力的培养。“书本是死的,但人却是活的”孩子们只从书本上学习知识是十分有限的,贺桐老师给学生指引了一条能够吸取无数知识的途径――课下收集。学生们能够利用多种媒介:报纸、杂志、相关资料、网络、计算机等等,贺老师让学生汇报预习状况也就是检查他们的课前学习状况,检查他们在收集、处理、发布信息方面的潜力如何;然后贺教师引导学生利用教师和教材带给的材料,自主地发现问题,研究问题和解决问题,即学生围绕课文主要资料展开学习活动,在教学活动中学生充分地阅读,用心地感悟,用心地思考、自由地表达。让学生主宰
整个课堂,没有在老师问题的引领下学习文章,老师起到一个“扶手”的作用,只是帮一把、扶一下,也只有这样,孩子们才会养成独立学习的习惯;之后贺桐老师进行总结、练习,此练习设计新颖。“一句感言评比”这一设计让学生发表独到的见解和独特的感受,这是一个培养学生个性化学习的过程,我们教书育人不期望看到一个个复本,我们要的是一个个有独立个性,敢想敢说的学生;最后是布置作业,这一设计是在初读整体感知――细读探究感悟――精读品评交流之后的一个赏读品味内化的练习,学生们透过对文章的理解会有不同的感受,这一作业既提高了学生的写作潜力,同时又是一个“标新立异”的着眼点。
总之,这是一个新颖、独特、充分体现评点式教学实验精神的成功案例。
晏子使楚教学设计一等奖篇六
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晏子使楚教学设计一等奖篇七
教材简析:
《晏子使楚》讲述了春秋末期,齐国大夫晏子出使楚国,楚王三次侮辱晏子,想显显楚国的威风,晏子巧妙回击,维护了自己和国家尊严的故事。故事赞扬了晏子身上表现出来的凛然正气、爱国情怀和他高超的语言艺术。
本文写作突出特点是以人物对话来塑造形象。文章按事情发展顺序来写,开头写楚王想侮辱晏子;接着写楚王三次侮辱晏子,晏子机智对答;最后写楚王不敢不尊重晏子了。文章首尾照应,思路清晰,行文紧凑,结构严谨。
学情分析:
五年级学生对历史中人物的认识并不陌生。教师只要循循善诱,加以引导,学生对课文的的学习和理解并达到预期的目标是完全可以的。
教学目标:
1、掌握本课字,结合上下文理解词语的意思,理解课文内容。
2、弄明白楚王三次侮辱晏子,晏子是如何用巧妙的语言进行反击的。
3、体会晏子的语言特点,学习勇于维护自己的尊严,维护祖国尊严的精神。
重点、难点:
三次反击楚王的语句的理解,体会晏子的智慧、语言的艺术性,敢于维护自己的尊严、祖国尊严的精神。
教学方法:
合作学习、讨论、讲解相结合。
教学准备:
课件搜集有关晏子的资料
教学过程:
两千多年前,中国历史上是一个各国纷争的春秋战国时期,当时齐国和楚国都是大国,说到齐国就想起一个人,这个人身材矮小,但是他口才极好,他出使别的国家避免了许多的纷争,他就是——晏子,晏子名婴,因为他很有学问,又是男的,大家尊称他为晏子。今天我们就学习有关他的一篇文章,晏子使楚。(板书课题)使:出使。楚:楚国。题目的意思是——晏子出使楚国,也就是晏子去楚国访问。
师过渡:上节课我们预习了课文,下面老师考考大家。
(设计意图:通过谈话互动,学生能尽快进入本课学习话题,增添学习兴趣。)
1、出示词语自由读,指名读,齐读。注意“大夫”的读音,现在读“dài fu”,是“医生”的意思,过去读“dà f”是官职的称呼。课文讲了一件什么事?用人物加事情的方法概括就可以。(表扬同学们)
2、课文中有一句话直接说出了这次晏子出使楚国的结果,是那一句?(从这以后,楚王不敢不尊重晏子了。什么意思?(必须尊重,不得不尊重)
(同学们真聪明,找得真准确。板书结果楚王不敢不尊重晏子了)
3、师过渡:一句话只要仔细读,你会得到很多信息,你从刚才的那句话中读出了什么?我们可以浓缩成一个词:之前——侮辱(板书),我们就从“侮辱”这个词出发,细细品味文章的内涵。
(设计意图:提前强调通假字的读法,为读课文扫清障碍)
1、楚王要为什么侮辱晏子?自由读一二自然段找答案,交流,师板书——原因:显威风
2、文章中楚王几次侮辱晏子?从哪些句子中看出楚王侮辱晏子,速读课文3、4、3、自然段用“——”画出来,并说说自己的理解。(1)学生速读,画句子,思考(2)交流
楚王知道晏子身材矮小,就叫人在城门旁边开了一个五尺来高的洞。
师:这话太长了,可以怎么用自己的话说?(钻狗洞——板书)
楚王瞅了他一眼,冷笑一声,说:“难道齐国没有人了吗”
师:从“瞅、冷笑”中,你知道了楚王对晏子什么态度?(轻视,根本看不起),这话什么意思?(没人才——板书)
齐国人怎么这样没出息,干这种事?
师:楚王想说什么?(没出息——板书)楚王的侮辱逐步升级,由晏子的长相到能力,最后升级到了整个国家。这些话使你知道了楚王是什么人?(特别霸道)面对这些晏子如何反击的呢?咱们先来学习第三自然段第一次反击。
4、出示要求:默读第三自然段,画出晏子反击楚王的话,说说自己的理解。
(1)学生按要求学习
(2)交流
学生读句子。
教师评价:找是找到了,但是读的太平淡了,晏子看到眼前的洞他什么心情?请你加个修饰词,读——还可能是什么心情(怒气冲冲心平气和),再读——
5、说说你的理解,教师相机课件展示推理过程。
教师总结:晏子的语言巧妙在哪里呢?顺水推舟(将计就计)——以其人之道还治其人之身。他把开的洞定格为狗洞,不卑不亢把侮辱还给了楚王,楚王搬起石头砸了自己的脚,如若再不开城门自己的国家就是狗国,自己就是狗王了。结果楚王——板书(大开城门),开的是无可奈何,从哪个词语中看出来的?(只好——板书)
总结学习方法刚才我们是用读——画反击的语句——说自己的理解的方法学习的第一次反击。好戏还在后面呢,请同学们用刚才的学习方法自学第二次、第三次反击。
6、学生自学第二次、第三次反击
7、交流
(设计意图:书读百遍,其义自见。《语文课程标准》也一再强调,“在教学中尤其要重视培养良好的语感,加深体验与领悟”。而诵读是语感培养的重要途径。)联系课程标准阐述设计意图)
第二次反击
(1)顺学而导,课件出示:这是什么话——大王怎么说齐国没有人呢?
(2)师:晏子很会用修辞手法,这是用了什么修辞手法?(夸张)其实我们完全可以用三个成语来概括一下句子的意思。(举袖为云,挥汗如雨,摩肩接踵),我们把成语送进去再读一下,其实我们也很有语言才能啊!
(3)师:关于第二次侮辱,晏子还说了什么?相机出示:晏子拱了拱手,说:“敝国有个规矩——所以派到这里来了。”你怎么理解的?说说听。
(4)师课件展示推理过程,总结:拱了拱手,有礼貌。敝国对自己的谦虚的称法,然后说了假规矩,推出楚国是下等国(下等国——板书)。结果?(陪着笑——板书)
(5)晏子语言妙在哪里?(先用夸张,再欲擒故纵——置之死地而后生)。
(设计意图:课标指出,文言文学习,学生要能基本理解课文,复述故事就是检查、加深学生对课文的理解。)
第三次反击
(1)出示:哪知晏子面不改色——也许是两国的水土不同吧。
(2)师:你明白了什么?
(3)师:晏子拿柑橘说事,这是打比方,是环境使得齐国人成了盗贼的,言外之意,楚国是个——(盗贼国——板书)社会风气不好。借力发力
(4)师总结:一人之辩,重于九鼎之宝。三寸之舌,强于百万之师。结果楚王?(赔不是)
(5)再读故事的结果句子:师引导,三次侮辱,楚王都没得逞,因此最终——齐读——从这以后,楚王不敢不尊重晏子了。
1、假如晏子回国后,齐王为晏子开了个庆功会,你也参加了,你来评价一下晏子是个什么人吧?
2、师评价总结:好一个出色的外交家,一个不卑不亢的爱国人士,用自己的巧妙的语言维护了自己的尊严,维护了祖国的尊严,真厉害!怪不得人家叫他——齐读(晏子)呢!
3、拓展:补充吉鸿昌事迹
有一次,爱国将领吉鸿昌在街上走,一个美国人走过来傲慢地说:“我去过一个岛,岛上就缺中国人和猪这两样东西。吉鸿昌听了,不紧不慢地说:“我和你去了那岛上就什么也不缺了!”(先叫学生回答吉鸿昌能怎么回答这个美国人的话,然后出答案。
4、想和他们一样吗?那得好好读书认真学习。当然也得学习作者的表达,这篇文章按事情发展的顺序写,把重点部分写具体了。
(设计意图:《语文课程标准》指出:阅读教学应引导学生钻研文本,在积极主动的思考和情感活动中,加深理解和体验。本环节的精彩对话阅读,抓住课文的核心:晏子的辩论技巧来赏析,牵一发而动全身,加深了对课文内容的深层理解与体验,并培养了发散思维能力,提高了赏析能力)
排练课本剧。
晏子使楚
原因:显威风
楚王(侮辱) 晏子(反击)
钻墙洞 访狗国 只好开城门经过 不中用 下等人──下等国 只好陪着笑
没出息 (水土不同)社会风气不好 只好赔不是结果:楚王不敢不尊重晏子了
一、找准切入点,导课自然
课的开始我就直奔主题:晏子使楚的结果是什么?学生立刻找到答案:楚王再也不敢不尊重晏子了。我抓住课文结尾的一句话:“楚王不敢不尊重晏子了”进行提问:楚王不敢不尊重晏子什么意思?我又巧妙引导:之前楚王侮辱晏子,为什么侮辱晏子呢?引导学生学习第一二自然段找出故事的原因。
二、教会学习方法,为学生搭桥引线
楚王又是怎么侮辱晏子的呢?晏子怎么反击的?在教学晏子三次反击侮辱的过程中不平均使用力量,让学生在学会读一读,画一画,说一说的方法后,给学生创造一个自主、合作、讨论的学习空间。找出第二次第三次反驳的话后,通过第二次有侧重地抓住人物的语言、动作、神态,第三次抓住对典故“橘生淮南则为橘,橘生淮北则为栉”的理解来深入感悟人物的智慧。到这里,孩子们似乎都懂了“尊重”的内涵,领悟了晏子的智慧。
三、以读代讲,体会感悟
为了让学生更好地理解课文内容,体会人物的内心情感世界,让学生通过自己的阅读理解进行朗读。对人物的对话,要让学生反复地朗读,在朗读中有所感悟和表现。为了让学生能很好地体会到楚王的蛮横霸道、盛气凌人,体会晏子的沉着睿智,又针锋相对不受侮辱的人物特点,教师认真地引导学生细读人物的语言及前面的提示语,很好地感悟到人物内心精神脉动,将句子的含义挖深挖透,理解文中话中有话,读出文字背后的东西。
四、巧妙设疑,引导学习表达
在学生评价晏子凭借智慧和实力赢得尊严之后,我又抛出了一个问题:想和他们一样吗?那得好好读书认真学习。当然也得学习作者的表达,作者是怎么描述这件事情的呢?智慧的光芒在课堂上熠熠闪烁。学生回顾整篇文章,结合板书总结学习表达方法。知道这篇文章按事情发展的顺序写,把重点部分写具体了,课文的开头和结尾首尾呼应。
五、板书设计别具匠心
板书设计,我动了一番脑筋,有助于学生比较全面、准确地概括课文的整体内容,也含蓄地点出了中心——晏子用自己的聪明才智为国家争得荣誉,维护了国家的尊严。这就更有助于学生对课文的深层理解了。
课后让学生编排课本剧并表演,学生饶有兴趣,且对课文加深了理解。
反思这节课,自己也有一些遗憾:
感情朗读不到位,对晏子的语言巧妙印象不深。曾有人说:“藏书不难,能看为难;看书不难,能读为难;读书不难,能用为难”。反复朗读,能加深印象,形成语感,这样学生有了积累,才能更好地运用。然而,我却匆匆而过,错过了让学生记忆这种智慧语言的最好时机。恐怕这节课学生学过课文后,只知道晏子的语言巧妙,而记不清晏子究竟说了什么了。
晏子使楚教学设计一等奖篇八
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晏子使楚教学设计一等奖篇九
1、会写“侮、辱”等生字,会认“敝、柑”等生字,能正确读写“侮辱、安居乐业”等词语。
2、正确、流利、有感情地朗读课文,理解课文内容。
3、学习第一回合,体会晏子能言善辩的才能和维护国家的精神。从人物对话中体会人物特点。
一、课前谈话
1、同学们,在今天上课之前,老师想先和大家来分享一个故事。
(出示故事)
2、从这个故事里,你看懂了什么?
3、再来看一个,哎,你看这个人又是怎么反驳的?
二、揭题导入
1、看来,这语言可是一门大学问,要看你会不会说。其实这样会说话的人啊不只这两位,早在咱们古代的中国就有一位。他就是晏子(出示晏子二字)
2、关于晏子,你了解什么?
3、他明明叫晏婴,为什么又叫他晏子呢?
4、(子是对古代男子的尊称),像这样的称呼你还能找出几个来吗?
5、看来这晏子可是个不简单的人,今天我们就要来看一看(读课题:晏子使楚)
6、读了这个课题,你知道了什么?
7、哎,你帮我们解释了一个字的意思,使的意思是(出使)
8、那么,在晏子出使楚国时,究竟发生了什么事呢?打开书本。
三、初读,交流课文主要内容
1、现在老师请同学来读课文,注意读准字音,边读边想一想课文主要内容。
2、请生分段读课文。随时纠正字音(侮、乘机、规矩、枳、敝、大夫)
3、出示词语:带读,齐读
重点书写:辱、侮
4、这是一篇写事情的课文,我们在概括这种课文的主要内容时,要注意抓住事情的起因、经过、结果。谁来试试。
5、预设:这个经过有点啰嗦,谁来简洁一点。
说得很好,但是漏了……
四、研读第一回合,感受晏子的机智
1、楚王和晏子一共进行了三个回合的交锋,那具体战况是怎么样的呢?我们先来看第一回合。
2、自由读课文1至3自然段,分别划出描写楚王和晏子的话,想一想,你从中读明白了什么?
3、随机交流
有一回,齐王派大夫晏子去访问楚国……显显楚国的威风。
1)、你从中发现了什么?
“仗着”、“国势强盛”
“显显”、“威风”------楚王早做好了准备
“乘机”、“侮辱”
2)、在我们的故事里,这里的楚王可是刚上场,怎么样?留给你什么印象?
3)、现在你就是楚王,谁来傲慢地读一读。
楚王知道晏子身材矮小……让晏子从这个洞进去。
1)、哎,你又在这里发现了什么?
“知道”、“从这个洞进去”------楚王做好了侮辱晏子的准备,晏子刚到楚王,下马威
2)、现在晏子面临一个选择,要么钻,要么不钻。如果钻进行会怎么样?不钻进去呢?
3)、搞得不好就会让楚王抓住把柄了,那可就不好了。那么晏子是怎么处理的?
晏子看了看,对接待的人说……楚国到底是个什么样的国家?
1)、你从他的这个回答里听出了什么?
“是狗洞,不是城门”------楚国是狗国
“访狗国”、“钻狗洞”那么楚王就是?
2)、其实晏子的意思很明白,如果我今天从这个洞里进去,那么你们楚国就是?你楚王就是?
3)、你要是楚王,你还敢不敢让他钻?
4)、再读读晏子的这番话,你还发现了什么?
“你们先去问个明白,楚国到底是怎样的国家?”------他为什么这样问?
为什么不直接说?
“看了看”-------为什么不是想了想,而是看了看?反映敏捷、聪明、将计就计
5)、假如你现在的`身份就是齐国的使臣晏子,你觉得你在说这番话的时候应该用怎样的语气说?自己先试试。
6)、朗读
7)、面对晏子的这个问题,楚王的反映如何?
楚王只好吩咐大开城门,迎接晏子。
1)、你从这里又读明白了什么?
“只好”“大开”------楚王的无奈
2)、你觉得在这第一回合里楚王怎么样?
3)、前面我们看到的楚王是怎么样的?现在呢?
4、小结:同学们,在这第一回合里,你看到了一个怎样的晏子?
可是啊,楚王的刁难并没有结束,那么下两个回合又是怎么样的呢?我们下节课来学习。
五、布置作业
1、课堂作业本1、4、5.
晏子使楚教学设计一等奖篇十
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晏子使楚教学设计一等奖篇十一
1.了解故事内容,理解晏子出使楚国时表现出的聪明才智和维护齐国尊严的品质。
2.理解句子间的逻辑关系,学习简单的推理。
3.学会生字新词。
4.正确流利地朗读课文,创造性地复述课文。
在理解内容的基础上创造性地复述课文,并试演课本剧。
创造性地复述课文。
应先找到可以想像的地方,然后加以复述,否则难点较大。
(一)复习导入
1.谁能告诉大家,你对这篇课文都有哪些了解呢?
(题目、出处、时代背景、人物介绍、课文讲了三件事等)
2.质疑:有哪些不明白的地方?
(二)整体感知,在自学中理解人物特点
用自己喜欢的方式读课文,并思考:晏子是怎样的一个人?从课文的三件事中选出你认为最有意思的一件事。
认真默读自己选中的故事,仔细体会晏子是怎样的一个人,你是从哪些语句或词语中体会出来的,画出来,并进行批注。
(三)根据个人选择的情况进行分组,小组合作学习,通过交流、朗读、表演、复述进一步理解人物特点
先读一遍文(只读选中的小节)
逐个谈自己的体会(重点围绕晏子是怎样的一个人),同学补充,补画重点句和词语。
选择小组汇报的形式并进行练习
提示:汇报形式有朗诵、复述、表演课本剧等。
(四)全班交流,进行汇报
教师要及时点评,指导学生通过对重点词句的理解,了解人物特点。
以鼓励为主,充分调动学生的积极性,进行朗读、复述、课本剧的表演。
第一件事:
楚王吩咐手下人让晏子从城门旁边新开的洞进城。
1.这件事说明晏子沉着冷静、随机应变、以国家利益为重。
2.重点句:出示投影片“这是个狗洞,不是城门。我要是访问狗国……什么样的国家。”
第二件事:
晏子见了楚王,楚王以貌取人,讽刺晏子无能,藐视齐国无人。
1.说明晏子博学多才、智勇双全(多才多艺、足智多谋、满腹经纶、据理力争……)
2.重点句:出示投影片“敝国有个规矩……这儿来了。”
第三件事:
在楚王款待晏子的酒席上,楚王故意让人押着一个囚犯从堂下过,借以说明楚国人没出息,干偷盗的事,从而侮辱晏子,侮辱齐国。
1.说明晏子能言善辩(满腹经纶、才智过人、唇枪舌剑)
2.重点句:出示投影片“大王怎么不知道……水土不同吧。”
(五)复述练习
这篇文章写得短小精悍,精彩的文章往往用传神的几笔,就能把人物形象清晰地勾勒出来。其实在字里行间还给我们留下了许多想像的空间。我们可以插上想像的翅膀,把故事讲得再生动细致些。
1.出示图片,你认为可以在哪里展开想像?(书上没有描述的情节或细节,人物的心理活动,等等)
2.小组为单位,选三个故事中的一个,找出可以扩展的地方,用笔划上添加符号。
3.创造性复述。
(六)补充小故事见资料(选自《东周列国志》)并简单介绍几本书《春秋故事》《东周列国志》《上下五千年》
晏子使楚
钻狗洞 访狗国 机智过人
没人才 下等国 维护国家的尊严
没出息 风气差 能言善辩
晏子使楚教学设计一等奖篇十二
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晏子使楚教学设计一等奖篇十三
1、朗读课文,理解晏子如何以超人的智慧和善辩的口才,挫败楚王的侮辱,维护了齐国的尊严。
2、理解句子之间的逻辑关系,学习简单的推理。
3、学习晏子的聪明才智和维护齐国的尊严的凛然气节。
抓住晏子三斗楚王时据理力争的言行,理解晏子出使楚国时表现的聪明才智,以及维护齐国尊严的凛然气节。
理解句子之间的逻辑关系,学习简单的推理。
一、激情导入:
师:刚才我们彼此的问候。从你们的表情和状态,送给大家三个字:精、气、神。给老师了一个很大的鼓励,让我们在这堂课里互相地鼓励。同学们古人有句话叫做“外圆内方”,就是指规矩对自己多一点,强调自己真才实学,对自己严格要求,对外要尊重礼节。今天我们就要认识一位这样的人。看谁,同学们你们了解晏子吗?(学生回答)我们一起看一看。晏子的真名叫晏婴,在这里为什么称他为晏子呢?(学生猜测)
想:古时候,哪些人的称呼中有“子”?(根据学生回答,课件出示:孔子、老子、孟子……)为什么会有这样的称呼呢?假如我也生活在那个时代,要注意我的性别,我可能也回对国家作出了贡献,他们怎么不叫我“钟子”啊?你发现什么?(生答)出示课件
小结:孔子、孟子等都是古代的大学问家,晏婴为什么也称“晏子”呢?他肯定也有与众不同的地方。今天,我们要学的这篇课文就是写晏子出使楚国的故事。(板书:使楚)
导言:《晏子使楚》的故事发生在20xx多年前的春秋时期。(课件)晏子受齐王的派遣只身出使楚国,为了能及时了解他出访的情况,同学们,想不想当一回齐国的小记者,随大夫晏子出使楚国?怎样才算一个优秀的小记者呢?(耳聪、目明、嘴勤、手快)说的多好啊!快跟着晏子走吧!
二 、初读课文:
同学们,我们刚刚跟随晏子出使了楚国。现在谁愿意站起来重现当时情景。你来读。他读的很好,有个地方大夫,现在我们都读大夫,还有个地方侮辱。你接着读,自己评价一下,还行,给自己留余地,读的快证明他读的流利,在慢一点就更好了。继续,老师听出这段有几个成语:得意泱泱、面不改色、安居乐业,把他们画下来读读。
刚才同学们一读就把课文读的这么好,而且在读的过程中已经了解了课文内容。不信我们聊聊:晏子出使楚国那就叫使节,到别的国家去访问,理应受到尊重,但是这楚王第一次见到晏子就让晏子难堪。楚王不给晏子开城门,让晏子钻——(生答狗洞。)第二次用晏子矮说齐国——(生答没人了。)第三次(说齐国人人品不好。)楚王就这样一次一次的侮辱晏子,然而,最终结果是;从此以后,楚王再也不敢不尊重晏子了。这就是晏子使楚的最终结局了,再大声读一读这句话。把他画下来在读一遍。孩子们,“尊重“换个词可以说是?(生答)”不敢不“换个词,(生答)换个说法读一下。(生说)你读的字正腔圆。楚王只能尊重晏子了。尊重晏子的什么?
晏子使楚教学设计一等奖篇十四
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晏子使楚教学设计一等奖篇十五
春秋战国时期的故事,充满了智趣与哲理。本课引人人胜,学生读罢,不禁深究晏子为了维护自己的人格和国家的尊严,到底是怎样反驳楚王的,
晏子的机智过人主要表现在哪些方面。
本课是按事情发展的顺序写的,条理非常清楚。教学时,在学生理解课文内容的基础上,引导学生理解课文的叙述顺序,理清课文的条理,并利用课文提供的引人人胜的故事、
雄辩生动的对话,采取多种教学方式,丰富学生的智慧,完善学生的人格,促进学生心智的全面发展。
1、了解楚王怎样侮辱晏子的,晏子又是如何对待的。
2、明确课文的写作顺序。
读中悟理,演中悟理。
有关春秋战国时期的故事;晏子的生平介绍等。
1、了解楚王是用什么办法三次侮辱晏子的,晏子用什么办法反驳楚王,维护了齐国的尊严。
2、理清课文的条理。
3、有感情地朗读课文。
1课时
2、以“选择读段”法来汇报晏子进楚国时“楚王怎样侮辱”、
“晏子怎样反驳”以及“结果如何”的,同时板书。
启发学生:用更简洁的浯言来概括,分小组进行练习。如: “进楚国——进狗洞——进狗国——大开城门。”
(培养学生的概括能力及合作学习的精神。)
3、引导学生在三次板书的基础上概括本文的主要内容。
(减缓学生概括全文的难度,激发他们的表达欲望。)
4、引导学生质疑,并通过小组研究,解决问题。
如:生提问:晏子是如何令楚于感到理屈的?
(1)生读书,研讨问题。交流看法:
(2)汇报交流:以己之矛攻己之盾;
(3)语言训练:还有不同的说法吗?如:以牙还牙,以眼还眼,以其人之道还治其人之身……
(4)读出这种感觉,;
5、师从不同角度提问:楚王为什么侮辱晏子?你认为楚王是千
什么样的人:指导朗读。
(教师意想不到的发问活跃了学生的思维,促进了他们思维发展的广度与深度。)
概括楚王是什么人可集思广益、从不同角度用恰当的词语概括。
6、读最后一句话,体会其中的含义,练习用多种方式表达,如:反问句等。
(抓住训练点进行表达方式的培养,既加深对课文内容的理解,又丰富了学生的语言。)
(教师充分利用课本之外的相关课程资源引发学生对晏子的敬慕之情,表达的愿望也油然而生。)
1、说出描写人物智慧的3个词语,如有胆有识……
2、小练笔:回忆生活中的小事,练习用对话描写的方式突出人物的机智。
1、排演课本剧,加深对本课人物的理解。
2、 开故事会,讲一讲春秋战国时期自己喜欢的故事。
晏子使楚
楚王侮辱 晏子反驳 结果
进楚国 进狗洞 进狗国 大开城门
见楚王 下等人 下等国 赔着笑
酒席上 齐人是贼 国风不正 赔不是
晏子使楚教学设计一等奖篇十六
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晏子使楚教学设计一等奖篇十七
1、朗读课文,理解晏子如何以超人的智慧和善辩的口才,挫败楚王的侮辱,维护了齐国的尊严。
2、理解句子之间的逻辑关系,学习简单的推理。
3、学习晏子的聪明才智和维护齐国的尊严的凛然气节。
抓住晏子三斗楚王时据理力争的言行,理解晏子出使楚国时表现的聪明才智,以及维护齐国尊严的凛然气节。
理解句子之间的逻辑 关系,学习简单的推理。
一、复习导入:
1、同学们,昨天我们已初步学习了《晏子使楚》一文,知道了故事发生在春秋战国时期,齐国派大夫晏子出使楚国,那么楚国是如何接待晏子的?晏子有辱自己的使命吗?出使的结果又是如何?这些都是这节课我们所要关注的。下面请大家打开课本,把文章速读一遍,用“-----”划出晏子出使结果的那句话。 2、交流,引导:
齐读这句话:从这以后,楚王不敢不尊重晏子了。
二、抓中心句,理解脉络:
(2)交流后板书:侮辱
(3)指名男女同学分读这两句话,为何变侮辱为尊重?(板书:打?)谁能简单来说一说:
你能连起来说一说吗?
自由说------指名说
1、同学们可真认真,把长长的一篇课文就读短了。但要想真正理解课文,咱们还得好好研究。今天,咱们就抓住“侮辱”一词展开研究,去看看,在这之前,楚王是怎样侮辱晏子的。
2、请同学们继续读课文,划出三次楚王侮辱晏子的句子,并讲讲你是如何理解这句话的。
三、学生交流:
1、楚王知道晏子身材矮小,就叫人在城门边开了个5尺来高的洞……让晏子从这个洞里钻进去。
这句话有点复杂,再读一遍,相信第二遍会更好!你能用自己的话讲得更简单一点吗?
(楚王要晏子钻狗洞,想以此侮辱晏子达到侮辱齐国的目的。)
板书:钻狗洞——
2、楚王对他瞅了一眼,冷笑一声说:“难道齐国没人了吗?”
指导朗读这句话,特别指出:瞅、冷笑
读重音,真聪明,一下子就学会了,跟着他的样子,一齐读这句话,这句话楚王是轻视晏子没才干,想以此侮辱齐国没人才的目的。
板书:没人才——
第三次机会让给平时班上不太回答的同学来说。
3、楚王笑嘻嘻地对晏子说:“齐国人怎么这样没出息,干这种事情?”楚王借此讥笑齐国人没出息,齐国社会风气不好。
板书:没出息——
是啊楚王对晏子的侮辱真可谓是居心(叵测),处心(积虑),用心(不良),同学们积累的词汇还真多!
面对楚王一次又一次的侮辱,晏子又是如何反击的呢?
板书:反击
四、学习晏子反击:
1、咱们先去看看,晏子第一次回击楚王的语句,(学生交流)。找是找到了,但我感觉读得太平淡了,谁能体会晏子当时的心情和当时的场面,给他加一个修饰词语,来读一读。投影出示:
好的,同学们都答得很出色,反复地读了以后,同学们思考一下,然后完成练习:访问正常的国家开城门,访问狗国钻狗洞,楚国让我钻狗洞。
所以楚国是__________________。
板书:是狗国
2、晏子给予有力的回击以后,结果如何?
3、楚王这城门打得是无可奈何啊,要不然就承认国家是狗国了,自己是狗王了。
4、小结,学法:
同学们,刚才我们通过反复朗读——仔细思考——结合自己的理解,都学懂了晏子第一次反击,而好戏还在后头。我们将继续利用这种方法学懂后二次反击,变换一下学习方法,四人为一组,读二、三次反击的话,讨论下面的习题;
1、上等人访问上等国,等人访问下等国。
2、我是最下等人,访问楚国。
3、所以楚国是_______________________
结果________________________
1、淮南自然条件好,产柑桔。淮北自然条件差,产枳桔。
2、齐国人在齐国安居乐业,在楚国当强盗。
3、所以楚国是_______________________
结果_________________________
下面我们读一读三处表示结果的话。细心的同学会发现,有一个共同的特点(只好),谁能用一个词语来形容此时的楚王。
这真是:哑巴吃黄连——(有苦说不出)
偷鸡不成——(反蚀一把米)
搬起石头——(砸自己的脚)
自作自受
……
六、如果晏子回到齐国,齐王大喜,给他开了个庆功宴,你也去参加这个会,你讲一讲晏子为什么能取得胜利
七、分角色朗读课文。
小结:今天,我们学习了《晏子使楚》一文,懂得了晏子以智慧击退楚王侮辱。同学们,只有今天学好知识,才能像晏子一样,不辱使命,维护尊严。
板书:晏子使楚
(侮辱)—————(反击)————结果
钻狗洞是狗国 只好打开城门
没人才下等国 只好陪着笑
没出息强盗国 只好赔不是
晏子是春秋时期著名的政治家和外交家,当过齐国宰相。课文记叙了晏子出使楚国时,智斗楚王、维护齐国尊严的三个小故事。
晏子出使楚国,受到楚王三次侮辱,但他运用自己智慧,进行了超凡脱俗的争辩,不但维护了自己和祖国的尊严,反而将了楚王一军,得到了楚王的尊重。
在教学中,晏子的争辩不应用嘴巴或书本传授给学生,而应创设情景,提出问题,让学生设身处地地去思考,去争论。让学生尝试着像晏子那样思考,像晏子那样去回答难题,然后再读课文,这样就大大刺激了学生读课文的兴趣,在读课文的过程中为自己的观点寻找论据,进行逻辑思考。
本文记叙语言简洁生动,通过对话展开情节,刻画人物,双方辩词的锋芒,都表现得准确而生动,恰当地体现了人物的身份特征。我在教学中,对于晏子的语言分析得较为细致,对楚王的语言和神态却没怎么顾及到,这是做得不足的地方。文中楚王的话不多,多为设问口气,从“楚王见到了晏子,冷笑一声说:‘难道齐国没有人了吗?’”能体会到楚王的目空一切、傲慢无礼。“既然有这么多人,为什么打发你来呢?”其中“打发”一词,可以看出楚王对晏子的不尊重。后来,他又借故侮辱齐国,笑嘻嘻地对晏子说:“齐国人怎么这样没出息,干这种事情?再一次向人们展示了一个目空一切、傲慢无礼的楚王形象。在教学中要引导学生细细品味。
课前对备学生不够充分,没想到学生对于晏子的逻辑性的语言有着自己独到的见解,学生们能够纷纷发表自己的意见,真正作到了一吐为快,导致学完课文之后,没有时间让学生分角色朗读,演课本剧,体验课文内容,使更多的学生获得展示自己的机会。
晏子使楚教学设计一等奖篇十八
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晏子使楚教学设计一等奖篇十九
这是一篇课文历史故事,选自林汉达主编的中国历史故事从书中的《春秋故事》。课文讲的是齐国大夫晏子出使楚国,楚王前后三次企图侮辱,取笑晏子,显楚国的威风。晏子以自己的聪明才智,使楚王陷于自讨没趣,十分尴尬的处境,维护了齐国的尊严。故事表现了晏子聪明,才智过人和极力维护国家尊严的思想品质。
1、理解句子间的逻辑关系,学习简单的推理。
2、正确流利地朗读课文,创造性地复述课文。
3、了解故事内容,理解宴子出使楚国时表现出的聪明,才智和维护齐国尊严的思想品质。
学习展开想象,创造性地复述课文。
能比较准确地表达课文的思想感情。
一、理解题意,介绍背景
晏子,姓宴名婴,字平仲,“子”是古代对人的尊称。“使楚”出使楚国,即受齐国之命,代表齐国到楚国去执行外交任务。故事发生在春秋末期,“春秋”是我国历史上的一个时代,指公元前770年至公元前475年这段时间。因鲁国的编年史书《春秋》包括了这段时间而得名。
二、学习第一段
读课文,以“阅读思考”第一题为线索,把楚王“只好……”穿插进去。先以“楚王为什么要侮辱晏子”从课文第一自然段中找出相关的句子,读或说出来。
三、学习第二段
1、楚王是怎样侮辱晏子的?默读课文第三,四,五自然段,先画出有关的句子,读或说出来。
2、晏子是怎样对待的?从第三,四,五自然段中画出晏子言行的句子,然后读或说出来。
3、晏子三次反驳楚王的策略(方法)是什么明确:第一次宴子采用藐视对方,抬高自己,进而压倒对方的办法反驳了楚土,维护了齐国的尊严。第二次晏子采用了先压低自己,再贬低对方的办法反驳了楚王。第三次晏子采用了先举实例,再说同样的人在不同的国家表现不同,用类比的推理方法,扬齐抑楚,维护了齐国的尊严。
4、楚王听了晏子的话是怎样做的?为什么“只好”这样做?明确:楚王在才智过人的晏子面前弄巧成拙处于被动尴尬的境地。
四、为什么楚王不敢不尊敬晏子了
明确:楚王领教了晏子的聪明才智,不敢再生侮辱,取笑宴子的念头了。
晏子使楚
楚王晏子楚王
城旁开洞访问狗国当然钻洞只好没有人了打发
你来访上派上访下派下赔着笑
齐国人没出息做强盗柑橘淮南又大又甜赔不是
学习创造性复述。
根据“阅读思考”第2题的提示,想象晏子的心理活动,进一步展示晏子机智地识破楚王的伎俩,巧妙应付,维护了齐国尊严的品质。
1、把每一提示想想,再找学生说说。
2、把这个事件前后的内容连起来说说。
3、最后把全文连起来创造性地复述。
晏子使楚教学设计一等奖篇二十
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晏子使楚教学设计一等奖篇二十一
1、了解课文内容,学习晏子出使楚国时,能以自己超人的智慧和善辩的口才驳倒楚王,不辱使命,维护了齐国尊严的精神。
2、理清课文的条理,分段、概括段意。
3、有感情地朗读课文。
了解课文内容,学习晏子出使楚国时能以自己超人的智慧和善辩的口才驳倒楚王,不辱使命,维护了齐国尊严的精神。
(一)初读课文,理解重点词语。
边读边画出不理解的词语,通过查字典了解词义,师生也可以结合上下文共同讨论词义。
强盛:强大而昌盛(多指国家)。
访问:有目的地去探望人并跟他谈话。
大夫:古代官职。
出使:接受命令到外国去。
乘机:利用机会。
侮辱:使对方人格或名誉受到损害,蒙受耻辱。
吩咐:口头指派或命令;嘱咐。
冷笑:含有讽刺、不满意、无可奈何、不屑于、不以为然等意味或怒意的笑。
敝国:对自己国家的谦称。
欺君之罪:欺骗君主的罪名。
撒谎:说谎。
囚犯:关在监狱里的犯人。
盗窃:用不合法的手段秘密地取得。
柑橘:果树的一类,指柑、橘、柚、橙等。
赔不是:赔罪。
安居乐业:安定地生活,愉快地劳动。
有些字词要特别提出,加强记忆。
4、多音字组词。
(二)理清课文条理,分段,概括段意。
教师范读课文,学生要边听边思考这篇课文主要讲的是什么,是按什么顺序写的。
(这篇课文是按事情的发展顺序写了晏子出使楚国,楚国的国王三次侮辱晏子,晏子都给予了有力地反驳,使楚王不敢不尊重他。)
这是一篇阅读课文,应该以学生自学为主,教师给以必要的指导就可以了。因此在分析课文结构时要放手让学生反复朗读课文,理解课文内容,准确把握作者的写作脉络。
(这篇课文按照事情的发展顺序可以分成三段。)
第一段:(第1自然段)这一段讲的是齐国和楚国都是大国。
第二段:(第2~5自然段)讲的是楚王三次侮辱晏子,晏子三次给予反驳。
第三段:(第6自然段)讲楚王不敢不尊重晏子了。
学生在分清段落之后,也就明白了第二段是全文的重点,主要讲晏子和楚王三次斗智的过程。
(三)结合阅读提示学习全文。
(1)楚王为什么要侮辱晏子?
(楚王想依仗国势显威风。)
(2)楚王三次想侮辱晏子,晏子都是怎么说的?他为什么要这么说。
(晏子刚到楚国后,当楚王以他的身材矮小来侮辱他,不让他从城门进去,而要他从事先挖好的狗洞中往里钻时,晏子针锋相对地予以坚决回击。他说:“这是狗洞,不是城门。只有访问‘狗国’,才从狗洞进出。我在这儿等一会儿。你们先去问个明白,楚国到底是个什么样的国家?”晏子这样说的目的,在于义正词严而不动声色地反击了楚王的侮辱,同时,又能巧妙地将楚王交给自己的难题回敬给楚王,迫使他打开城门,使自己堂堂正正地从城门中进去。
晏子进了城后,见到楚王,楚王又以貌取人,以“难道齐国没有人了吗?”来欺负晏子,侮辱齐国。对此,晏子胸有成竹地引鳖入瓮,诱使楚国让自己说出“敝国有一个规矩:访问上等的国家,就派上等的人去;访问下等的国家,就派下等人去。我最不中用,所以就派到这儿来了。”言外之意我连下等人都算不上,所以就被派到这个连下等国都不是的楚国来了。晏子不动声色地将楚王对齐国和自己的侮辱又回敬给了楚王,使楚王哭笑不得,还不得不“陪着笑”。
晏子赴酒席时,楚王又用事先安排好的把戏来羞辱晏子,晏子却从容不迫地以“橘”变“枳”来说明齐国人进入楚国才变成盗贼,这是楚国社会风气不好,楚王治国无能造成的,以此反击了楚王的污蔑,维护了齐国的尊严。)
(3)后来,楚王为什么不敢不尊重晏子了?
(晏子三次遭到楚王的侮辱三次予以坚决地反击,维护了齐国的尊严,表现了超人的智慧和才能;“楚王三次侮辱晏子,三次受挫。这一切都使楚王充分认识到了晏子的才能,明白了自己是斗不过晏子的,所以只好收敛起自己的狂妄,再也不敢不尊重晏子了。)
除此之外,还可以用列表的方法,把问题简单、清楚地表现出来。
楚王(侮辱)
晏子(反击)
刚到楚国
让晏子钻狗洞
到狗国钻狗洞
见到楚王
齐国没有人了
上等国派上等人 下等国派下等人 不中用的派到这儿
晏子赴宴
齐国人是强盗
“橘”变“枳”
通过表格能够使学生更清楚地理解课文内容。另外,教师可以提示学生利用这个表格,再结合开头和结尾的内容,能够正确地归纳课文的主要内容。
(四)有感情地朗读课文
朗读这篇课文有多种方法,教师可以根据情况指导学生分角色或按照发展顺序朗读课文,以增强学生的兴趣,加深对课文的理解。
晏子使楚教学设计一等奖篇二十二
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晏子使楚教学设计一等奖篇二十三
1、认知目标:重点理解“最不中用”、“水土不同”的含义。
2、技能目标:精读晏子与楚王针锋相对的话,感悟晏子成功反驳楚王的辩论技巧和思维方式。
3、情感目标:体会晏子维护国家尊严的思想品质,培养民族自豪感。
精读晏子与楚王针锋相对的话,体会晏子超人的智慧和善辩的口才,以及维护齐国尊严的思想品质。
读出晏子反驳楚王的几句话,理解句子间严密的逻辑关系,体会晏子超人的智慧和善辩的口才。
这节课我们继续学习《晏子使楚》。请同学们先回忆一下,晏子出使越国,和楚王之间发生了什么事?根据学生的回答,整理板书。
设计意图:通过复习巩固前一节课的内容,再次明确课文的脉络,对进一步感知晏子的出众才华起了很好的的铺垫作用。
1、创设机会,自由研读:
同学们,晏子真是一个很了不起的人物呢!正因为他成功地出使楚国,所以齐国外交部授予他一张荣誉证书。可惜2500多年过去了,证书几乎面目全非。历史博物馆的张叔叔想请大家动动脑子,把证书补充完整。出示荣誉证书。
请大家任选其中的一件事,仔细品读晏子反驳楚王的话,琢磨证书该怎么补充比较妥当。可以和前后左右的同学合作完成。
设计意图:荣誉证书,对于学生来说既是非常熟悉的,又是非常神圣的。创设这样的机会,学生会感到亲切,兴奋,加之自主选择学习内容和学习伙伴,所以学习的欲望猛增,“要我学”则补变成“我要学”。
2、多种练习,仔细品味:
根据学生的汇报交流,随机出示以下几段话及相关训练:
⑴ “这是个狗洞,不是城市。我要是访问狗国,当然得钻狗洞。我在这儿等一会儿,你们先去问个明白,楚国到底是个什么样的国家?”
训练:如果让我钻洞进去,那么楚国就是_______,楚王就是_______。只要_______就_______。
板书:
狗国
⑵ “这是什么话?我国首都临淄住满了人,大伙儿把袖子举起来,就连成一片云;大伙儿都甩一把汗,就像下一阵雨;街上的行人肩擦肩,脚碰脚。大王怎么说齐国没有人呢?”
训练:举( )成( ) 挥( )如( ) 摩( )接( )
⑶ “敝国有个规矩:访问上等的国家,就派上等人去;访问下等国家,就派下等人去。我最不中用,就派到这儿来了。”
训练:“最不中用”指_____。因为_____,所以_____。
板书:
最下等国
注:学生做⑵练习时,可让其找自己最信任的伙伴来演一演。演完后,对其进行采访。
⑷ “大王怎么不知道哇?淮南的柑桔,又大又甜。可是这种桔树一种到滩北,就只能结又小又苦的果,还不是因为水土不同吗?同样的道理,齐国人在齐国能安居乐业,一到楚国,就做起强盗来了,也许是两国的水土不同吧。”
训练:
第一次的“水土不同”指______。
第二次的“水土不同”指______。
因为______,所以____________。
板书:
强盗国
小结:楚王自恃国事强盛,几次三番侮辱齐国和晏子。最后还是晏子技高一筹,获得了胜利。晏子能获得成功的根本原因是什么?
板书:
聪明 善辩 心中有国
设计意图:这一环节采用了多种形式的读,比如在理解句子的含义后,先指名个别读,接着同桌互读,然后安排比赛读。通过这样的反复诵读,使学生真正感悟到这句话所包含的思想感情。讨论第二件事时,引导学生用读一读、演一演的形式来感悟晏子的超人才干。学生在准备演的过程中,充分调动了自己的感官,进行了丰富的想象。演完后,对 “晏子”和“楚王”进行采访,让学生说出自己的真实感受,以更真切地感受晏子那高尚的人格和绝顶的聪明才智。教学这三件事,采用了不同的方式,让学生始终保持一种高涨的学习情绪。
三、总结课文,升华主题
1、请大家看板书,楚王侮辱晏子的企图越来越大,越是这样,他的下场就越惨:楚国成了狗国、最下等国、强盗国,楚王也就成了狗王、最下等王、强盗王。这都是晏子聪明善辩,心中有国的结果。
设计意图:利用直观形象的板书来总结课文,使课文内容简洁易记,也使学生对人物品质的认识更为深刻。
2、同学们补充的荣誉称号,晏子真是当之无愧呀!
下课后,我把你们用智慧换来的这些学习成果送给历史博物馆的张叔叔。让我们一起记住这个充满智慧的名字──晏子!
设计意图:结课虽然只有寥寥数语,却充分肯定了学生的学习成果,培养了学生的民族自豪感。
本课的教学设计主要体现了以下几个特点:
1、课堂教学的开放:
本课教学打破了常规的教学内容,引进了生活中学生喜闻乐见的荣誉证书来组织教学活动,学生学得轻松有趣,真正体现了语文来自生活,用于生活的原则。
2、主体学习的体现:
整堂课都体现了学生自己探究,自己欣赏,自己评价的自主性。每个学生都能参与到活动中来,能感悟多少就感悟到多少,教师并不强调“十个指头一样长”。
3、创新意识的培养:
主体学习是培养创新意识的关键。本节课学生在主体学习的氛围中,大胆地想,大胆地说,大胆地演,思维异常活跃,无形中学生的创新意识得到了培养。
4、合作精神的培养:
晏子使楚教学设计一等奖篇二十四
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晏子使楚教学设计一等奖篇二十六
晏子,春秋时期著名的政治家和外交家,当过齐国宰相。课文记叙了晏子出使楚国时,智斗楚王,维护齐国尊严的三个小故事。由“进城门”、“见楚王”、“赴酒席”三个小故事组成。三个小故事的记叙方法基本一致,都是先写楚王想侮辱晏子,再是写晏子智斗楚王,最后写楚王只好认输。课文中晏子是怎样智斗楚王的,为什么晏子的话会驳得楚王无言以对?用心体会人物语言,注意句子之间的逻辑关系。这是本课教学的重点,也是学生学习中的难点。
根据新课程理念,结合本教材的特点,我将教学本课的指导思想确定为:借助文本、理清思路;活用文本、合作探究;超越文本、体悟真情。
教法:发挥学生的主体作用,采用“小记者随访”的形式,深入探究课文资料。
学法:综合运用已有的阅读潜力,透过读、思、辩、演等方法理解课文资料,并透过感情朗读进一步体悟晏子以“针尖对麦芒”的方式,维护国格和个人尊严。
一、以新的学习方式,还学生主体地位
新课程用心倡导自主、合作、探究的学习方式。本课教学,意在透过改变传统的学习方式,还学生以真正的主体地位。在教学时,让学生以“小记者”的身份,随同晏子一道出使楚国,让学生置身于与文本、与作者的对话交流的过程之中。学生是学习的主体,让学生在自主阅读、直接阅读的基础上,经历思考、质疑、探究、发现、交流等多种学习过程,从而在主动用心的思维和情感活动中加深理解与体验,有所感悟和生成。
学生初读课文时觉得一目了然,大致意思已懂,可实际此时学生只是站在文字外围,读懂的也仅是文字的表面意思。教学时重点抓住“晏子说的话中,你听出了什么话外音?怎样听出来的?”这一问题。让学生经历从无疑到有疑,再从有疑到解疑的多次阅读过程,学生的感受就越来越深刻,思考也越来越见深度。
二、创设问题情境,培养学生争论潜力
争论潜力是一种综合潜力,是由多种潜力构成的,反映了一种整体的语文素质,语文课堂上的争论不是目的,只是一种手段、过程,目的是为了到达教学目标,提高学生的语文素质,进行语文潜力,思维潜力的训练。
课文中写了晏子出使楚国,受到楚王三次无理质问,但他运用自己的创造智慧,进行了超凡脱俗的创造性争辩,取得了非同寻常的效果。在教学中晏子的争辩不应用嘴巴或书本传授给学生,而应创设情景,提出问题,把学生置于晏子的地位,激发思考,引导争论。让学生尝试着像晏子那样思考,像晏子那样回答难题,然后再读课文,这样就大大刺激了学生读课文的兴趣,在读课文的过程中为自己的观点寻找论据,进行逻辑思考。再用自己的语言把课文含义表达出来。这样设法把学生引入教学过程,鼓励学生发表独特见解,把语言训练同思维拓展密切结合起来,从而到达在语言教学过程中进行创新思维训练的目的。
三、开放学生的学习空间
第斯多惠说过:“知识是不应灌输给学生的,而应引导学生去发现它们,独立地掌握它们。”本课教学能放开让学生自读自悟,最大限度地还给学生较多的质疑问难,交流讨论,独立思考,合作学习的时间。采用“学当晏子”“报道晏子”“朗读表演”等形式拓展学生学习的空间。引导学生多读书,透过读书,感受到晏子的智慧。当学生真正感受到晏子语言的妙处时,读起来必须是津津有味,爱不释手,越读越想读,甚至会拍手称快,拍案叫绝的。老师在课堂上要注意倾听学生的发言和朗读,巧妙指导,把学生带入课文描述的故事情境中去。学生的智慧需要教师的智慧去点燃,智慧的教师,智慧的学生才能走近智慧的晏子。
一、揭示课题,了解晏子
(一)揭题(板书:晏子)
同学们,你们了解晏子吗?(学生回答)
晏子的真名叫晏婴,那为什么又叫他晏子呢?(学生猜测)
想:古时候,哪些人的称呼中有“子”?(根据学生回答,课件出示:孔子、老子、孟子……)为什么会有这样的称呼呢?
小结:孔子、孟子等都是古代的大学问家,晏婴为什么也称“晏子”呢?他肯定也有与众不同的地方。这天,我们要学的这篇课文就是写晏子出使楚国的故事。(板书:使楚)
(为学生带给了一个开放的课堂,同时也让学生的课外知识得到了交流。)
(二)导言:《晏子使楚》的故事发生在20xx多年前的春秋时期。(课件:春秋形势图)晏子受齐王的派遣只身出使楚国,为了能及时了解他出访的状况,同学们,想不想当一回齐国的小记者,随大夫晏子出使楚国?怎样才算一个优秀的小记者呢?(耳聪、目明、嘴勤、手快)
二、初读感知,走近晏子
此刻我们就出发,跟随晏子出使楚国。
1、选取自己喜欢的方式自由读课文,带给初读要求:
(1)动口、动手,用心朗读。
(2)初步明白课文讲了几件事,都是什么事?
2、适当检查、交流。
三、潜心体悟,研读晏子
1、大家跟随晏子左右,他哪方面给你们留下了深刻的印象?
2、你听出哪些话中有话的?联系上下文,反复朗读。
小组交流:你听出了什么话外音?怎样听出来的?(小组合作学习,课件提示:(l)楚王为什么要侮辱晏子?(2)楚王是怎样侮辱晏子的,晏子是怎样反驳的?(3)楚王三次侮辱晏子,结果怎样?)
(在学生自主学习的基础上,开展合作学习,发挥小组学习的功效,注重生与生之间的互动交流,这是生命的自我完善和检验。)
晏子和楚王间的第一回合较量
1)找出晏子应对楚王的侮辱,如何反驳的句子。(课件)
2)自由朗读这句话,你认为晏子反驳的话中哪一句最厉害。(让学生自由说理)
转折点:由狗洞推想到狗国,向楚王质问:楚国到底是个怎样的国家?
3)明确推理过程。(课件出示)
a.推理性填空:
只有访问狗国才钻狗洞,此刻楚国要晏子钻狗洞,那么(。
b.完成作业:
这是个狗洞,不是城门,我要是访问“狗国,当然得钻狗洞。”这句话的含义是:如果(那么
c.如果晏子不采用这种说话的方法,而采用最直接的回答方式,该怎样说想想这两种反驳的方式哪一种好为什么(讨论、悟理)
4)晏子应对楚王的侮辱,他又会怎样对接待的人说这番话呢请选取适宜的提示语,然后读一读,说说你为什么这样选取
怒发冲冲地心平气和地冷静地
5)反馈诱导。我们来看晏子究竟是怎样说的?(课件演示)
小结:是啊,应对这意想不到的侮辱,晏子只有冷静的反驳,不卑不亢地把侮辱还给楚王,才能维护自己和齐国的尊严,又不伤了两国的和气,让我们一齐冷静地来读读晏子的反驳。
6)接待的人把话传给了楚王,楚王听了只好——(指导引读)
从这句话中你体会到了什么哪一个词语集中体现了楚王毫无办法。
7)齐声朗读第二自然段,再次认识一下充满智慧和勇气的晏子!
晏子和楚王间的第二回合较量
1、在朗读的基础上,把文中的句子转变成四字词语:挥汗如雨、举袖成云、接踵磨肩、欺君之罪等。
2、应对楚王的再次侮辱,晏子针锋相对,巧妙反驳,这样的场面真是既紧张又精彩。各位出使楚国的小记者,你们愿不愿意用表演来再现当时的情景?(四人小组,要把你们当时观察到的晏子和楚王等人的动作、神态、语气透过表演体现出来。)
3、学生表演,师生相机点评。
(表演是体验课文资料的方式之一,表演是为理解资料服务,是活用文本的体现,能使更多的同学获得展示自己的机会)
晏子和楚王间的第三回合较量
学生自读、自悟,自由交流学习体会。
(学生在自己研读、归纳、思辨和梳理、交流的过程中,不断有新的发现,新的认识:原先晏子的反驳是那样的富有逻辑,富有哲理。同时,在学生交流的基础上,学生的评价潜力也得到进一步的提高。)
四、超越文本,学当晏子
1、楚王本想侮辱晏子,以显楚国的威风,却没想到被晏子反驳的哑口无言,他眼看着斗但是晏子,心里却十分不甘。突然,他哈哈大笑起来,见你们这班跟随在晏子身后的小记者,便眉头一皱,计上心来。他轻蔑地说道:“哼,齐国太无能了,是不是没有大记者了,怎样来的尽是你们这些乳臭未干的娃娃?”小记者们,应对楚王的侮辱,你们准备怎样反驳呢?
(讨论,指名、同桌交流)
2、楚王听了你们的反驳,只好说:“……!”
(透过练说,让学生明白:尊重别人就是尊重自己;自尊、自信、处变不惊是取得成功的保证;出色的语言表达是我们就应学习和具备的重要才能)
五、开招待会,齐夸晏子
1、在出使任务即将结束的时候,晏子和楚王准备召开一个记者招待会。爱提问的小记者们,你们可要抓住这难得的机会,有什么问题就当面问问晏子和楚王。(主角扮演,回读文本)
(再次回读文本,使学生的理解得以深入,情感得到升华。)
2、各位小记者,我们的报道任务已经圆满完成。齐王和人民正焦急地等待着大家的消息,你能用简短的几句话来夸夸我们晏子大夫吗?(以新闻报道的格式练写,部分投影交流)
六、小结延伸,积累运用
我们这班小记者在这次随访中表现出色,就连智慧超人,能言善辩的晏子也不住地点头称赞。
(课件演示)晏子捋着胡子,高兴地说道:“你们这班小鬼呀,真不愧耳聪、目明、嘴勤、手快。我想,只要你们此刻刻苦努力,多加锻炼,将来必成大器。再过几天,齐王又要派我出使秦国,诸位还愿意随我一道出访吗?回去后,好好地去找一找秦国的相关资料,做好出访前的准备。
(用好语文重在积累。让学生到课外查找有关楚国、齐国、秦国的资料,扩大阅读量,贴合新课程理念。)
晏子使楚教学设计一等奖篇二十七
《晏子使楚》讲述了春秋末期,齐国大夫晏子出使楚国,楚王三次侮辱晏子,想显显楚国的威风,晏子巧妙回击,维护了自己和国家尊严的故事。故事赞扬了晏子身上表现出来的凛然正气、爱国情怀和他高超的语言艺术。
本文写作突出特点是以人物对话来塑造形象。文章按事情发展顺序来写,开头写楚王想侮辱晏子;接着写楚王三次侮辱晏子,晏子机智对答;最后写楚王不敢不尊重晏子了。文章首尾照应,思路清晰,行文紧凑,结构严谨。
选编这篇课文的意图,一是让学生从生动的故事中,体会晏子高超的语言艺术,感受晏子语言中透出的大义凛然和爱国精神;二是通过有感情地朗读课文,体会人物的特点,了解作者通过人物对话来刻画人物特点的表达方式。
阅读教学是学生、教师、文本之间对话的过程。本课教学围绕“晏子的话到底有什么样的威力,能化楚王对他的侮辱为尊重呢?”这一主问题,引导学生置身于与文本、与作者的对话交流的过程之中,经历思考、探究、发现、交流等多种学习过程,从而在主动积极的思维和情感活动中不断感受到晏子机智巧妙的应答,有所感悟和生成。
1.会认8个生字,会写14个生字。能正确读写“面不改色、安居乐业”等词语。
2.分角色朗读课文。
3.理解课文内容,体会晏子能言善辩的才能和维护国家尊严的精神。
体会晏子语言的巧妙,并从他机智的回答中体会人物的特点。
体会晏子能言善辩的才能和维护国家尊严的精神。
2课时
自主、合作、探讨、点拨式教学
布置学生查询、学习晏子的故事。自编课本剧
1.二千多年前,我国历史上曾出现过一个群雄纷争的春秋战国时代,其中齐国和楚国是大国。说到齐国就会让人想起一个人,他虽然身材矮小,但能言善辩,口才极好,被派到其它国家执行外交任务,帮助齐国解决了许多外交上的争端。他就是“晏婴”,人们都尊称他为“晏子”。(说明“子”是古代对有学问有贡献的男性的尊称,比如:孔子、孟子等。今天我们来学习一篇有关他的文章──《晏子使楚》(出示课题,齐读课题)
2.你能根据自己的预习向大家介绍一下晏子吗?
3.“使”是什么意思?课题又是什么意思呢?
1.请同学们自由读课文,要求:
(1)根据拼音,读准生字词的读音,把课文读通顺。
(2)想想课文讲了什么事?
2.检查自学情况
(1)生字新词(注意“大夫”的读音,现在读“dài fu”,是“医生”的意思,过去读“dàfū”,是官职的称呼。)
(2)请同学读读难读的段落,检查课文读通情况。
(3)想想课文主要讲了什么事?
1.同学们,昨天我们已初步学习了《晏子使楚》一文,知道了故事发生在春秋战国时期,齐国派大夫晏子出使楚国,那么楚国是如何接待晏子的?晏子有辱自己的使命吗?出使的结果又是如何?这些都是这节课我们所要关注的。下面请大家打开课本,把文章速读一遍,用“-----”划出晏子出使结果的那句话。
2.交流,引导:
(1)同学们真聪明,一下子就找到了,出示,齐读“从这以后,楚王不敢不尊重晏子了。”
板书:尊重
(1)同学们,一句话往往能告诉我们许多信息,像这句也一样,你读了以后想到了哪些信息?
教师引导学生提出在这之前是怎样的?在这之前,楚王_______________。
(2)交流后板书:侮辱
(3)指名男女同学分读这两句话,“学贵有疑”读了以后,我就产生了一个问题,为何变侮辱为尊重?谁能简单来说一说:
你能连起来说一说吗?
1.在这之前,楚王____________________________
2.后来晏子____________________________
3.从这以后,楚王不敢不尊重晏子了。
自由说------指名说
师过渡:同学们可真认真,把长长的一篇课文就读短了。但要想真正理解课文,咱们还得好好研究。今天,咱们就抓住“侮辱”一词展开研究,去看看,在这之前,楚王是怎样侮辱晏子的。请同学们继续读课文,用“——”划出三次楚王侮辱晏子的句子,并讲讲你是如何理解这句话的。
1.楚王知道晏子身材矮小,就叫人在城门边开了个5尺来高的洞……让晏子从这个洞里钻进去。
这句话有点复杂,再读一遍,相信第二遍会更好!你能用自己的话讲得更简单一点吗?
(楚王要晏子钻狗洞,想以此侮辱晏子达到侮辱齐国的目的。)
板书:钻狗洞——
2.楚王对他瞅了一眼,冷笑一声说:“难道齐国没人了吗?”
指导朗读这句话,特别指出:瞅、冷笑
读重音,真聪明,一下子就学会了,跟着他的样子,一齐读这句话,这句话楚王是轻视晏子没才干,想以此侮辱齐国没人才的目的。
板书:没人才——
第三次机会让给平时班上不太回答的同学来说。
3.楚王笑嘻嘻地对晏子说:“齐国人怎么这样没出息,干这种事情?”楚王借此讥笑齐国人没出息,齐国社会风气不好。
板书:没出息——
是啊楚王对晏子的侮辱真可谓是居心(叵测),处心(积虑),用心(不良),同学们积累的词汇还真多!
面对楚王一次又一次的侮辱,晏子又是如何反击的呢?
板书:反击
1.咱们先去看看,晏子第一次回击楚王的语句,(学生交流)。找是找到了,但我感觉读得太平淡了,谁能体会晏子当时的心情和当时的场面,给他加一个修饰词语,来读一读。出示:晏子看了看,__________地说:“这是个狗洞……到底是个什么样的国家?(心平气和 怒气冲冲)
好的,同学们都答得很出色,反复地读了以后,同学们思考一下,然后完成练习:访问正常的国家开城门,访问狗国钻狗洞,楚国让我钻狗洞。所以楚国是__________________。
板书:是狗国
2.晏子给予有力的回击以后,结果如何?读,板书:楚王只好吩咐打开城门,把晏子迎接进去。
3.楚王这城门打得是无可奈何啊,要不然就承认国家是狗国了,自己是狗王了。
4.小结,学法:
同学们,刚才我们通过反复朗读——仔细思考——结合自己的理解,都学懂了晏子第一次反击,而好戏还在后头。我们将继续利用这种方法学懂后二次反击,变换一下学习方法,四人为一组,读二、三次反击的话,讨论以下习题;
1.上等人访问上等国,等人访问下等国。
2.我是最下等人,访问楚国。
3.所以楚国是_______________________
结果________________________
1.淮南自然条件好,产柑桔。淮北自然条件差,产枳桔。
2.齐国人在齐国安居乐业,在楚国当强盗。
3.所以楚国是________________________
结果_________________________
第一次的“水土不同”指水质土壤的不同,第二次的“水土不同”指社会风气不同,因为生活环境不同,导致本质的改变,所以楚国就是强盗国,齐人在楚国才会变强盗。
如果晏子回到齐国,齐王大喜,给他开了个庆功宴,你也去参加这个会,你讲一讲晏子为什么能取得胜利?(先说后写)
1.晏子才智过人,有善辨的口才。
2.侮辱晏子就是侮辱齐国,在晏子的心目中,不会让自己的祖国受到侮辱,他爱国,所以促使他一次又一次维护了祖国的尊严。
3.正义在晏子一方,邪不压正。他才会理直气壮。
小结:今天,我们学习了《晏子使楚》一文,懂得了晏子以智慧击退楚王侮辱。同学们,只有今天学好知识,才能像晏子一样,不辱使命,维护尊严。
11 晏子使楚
起 因: 齐王想仗势欺人显威风
楚王——晏子(机智勇敢 能言善辩 热爱祖国)
(侮辱)————(反击)————结果
经 过 钻狗洞 是狗国 只好打开城门
没人才 下等国 只好赔不是
没出息 强盗国 只好陪着看
结 果: 楚王不敢不尊重晏子了
晏子使楚教学设计一等奖篇二十八
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