部编人教版八年级语文下册《回延安》优质课件.ppt

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正所谓,“,近乡情更切,”,，越是接近，心情越是激动。但作者却说,“,心口呀莫要这么厉害地跳,”,，反衬出非同一般的兴奋心情。一开头便淋漓尽致地表现了想尽快看到延安的心情。展示出作者心潮翻滚、思绪万千的内心世界。这是一种深沉的爱和眷恋的表现。,体会作者在这一节中是如何通过一系列动词表现情感的？,一,“,抓,”,一,“,贴,”,逼真的动作，表现了诗人见到延安时的激动情景。而,“,双手搂定宝塔山,”,中的一个,“,搂,”,字，则写尽了作者对延安的怀念之情。,“,唱,”“,笑,”“,招,”,更有拟人的色彩，渲染了欢乐的气氛。最后一个,“,扑,”,字，则更加洗练，表情达意更加强烈、准确。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,二,二十里铺送过柳林铺迎，分别十年又回家中。,树梢树枝树根根，亲山亲水有亲人。,羊羔羔吃奶眼望着妈,小米饭养活我长大。,比兴手法,比,以彼物比此物也；,“,兴,”,者，起也，,取譬引类,，起发己心；兴,先从别的事物引起所咏之物,，以为寄托。委婉含蓄，寓意深远，文已尽而意有余。,比兴手法,“,亲山亲水有亲人,”,犹如看到家乡的山、水，家乡的人，一个,“,亲,”,字，突出了诗人与延安的亲密之情。而,“,羊羔羔吃奶眼望着妈,”,更是绝好的比喻，诗人如羊羔一样吮吸着乳汁，眼望着妈妈。是延安母亲的乳汁养育了诗人，是延安的小米饭使诗人成长。诗句活脱脱写出了延安热火朝天的大生产运动，而诗人正为能投身于其中倍感自豪。,东山的糜子西山的谷，肩膀上的红旗手中的书。,手把手儿教会了我，母亲打发我们过黄河。,革命的道路千万里，天南海北想着你,火热的战斗和学习的生活,党的培育之恩,对母亲延安的怀念和感激,忆延安,追忆当年延安的战斗生活,三,米酒油馍木炭火,，团团围定,炕,上坐。,满窑,里围得不透风，脑畔上还响着脚步声。,老爷爷进门气喘得紧：,“,我梦见鸡毛信来,可真见亲人,”,亲人见了亲人面，欢喜的眼泪眼眶里转。,保卫延安你们费了心，白头发添了几根根。,选择有陕北地方特色的事物，渲染气氛。,亲人欢聚的热烈场面,团支书又领进社主任，当年的放羊娃如今长成人。,白生生的窗纸红窗花，娃娃们争抢来把手拉。,一口口的米酒千万句话,长江大河起浪花。,十年来革命大发展，说不尽这三千六百天,欢聚一堂，共叙新旧岁月。,比喻、夸张,滔滔不绝、唾沫横飞的热烈。,话延安,描绘见到亲人的热烈场景,白生生的窗纸红窗花，,娃娃们争抢来把手拉。渲染）,四,千万条腿来千万只眼，也不够我走来也不够我看！,头顶着蓝天大明镜，延安城照在我心中：,夸张，表明变化之大，看也看不过来,承上两句，从镜中看延安，一览无遗,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,一条条街道宽又平，一座座楼房,披彩虹,；,一盏盏电灯亮又明，一排排绿树,迎春风,对照过去我认不出了你，,母亲延安,换新衣,。,排比，十分有气势，描绘出延安,10,年来的变化,拟人，形象鲜明可爱,延安旧貌换新颜,看延安,描画延安城的崭新面貌,五,杨家岭的红旗啊高高地飘，,革命万里起高潮！,从延安向全国扩展的大好革命形势,杨家岭革命旧址,枣园的灯光照人心，,延河滚滚喊,“,前进,”,！,回顾延安历史，延安人民前赴后继，似滚滚延河水不断向前,枣园毛泽东旧居,身长翅膀吧脚生云，再回延安看母亲！,夸张的手法，再次抒发了对延安母亲的眷念之情。,祝延安,歌颂延安的光辉历史，展示继续革命的征程,1.,诗人写作这首诗抒发思乡感情的线索是什么？,深入探究,全诗以诗人离别,10,年后重返延安的激动心情为线索。,2.,概括诗人是如何在诗中抒发感情的？,诗人自始至终把握住了对母亲延安的感情，通过回延安、忆延安、话延安、看延安、祝延安五部分内容来倾吐自己的激情。,在抒情方式上，既有直接倾吐，又有间接抒情，或用动词，或描写，使感情抒发既酣畅淋漓，又生动形象，具有很强的感染力。,作品中思想感情一步步升华。诗人踏上延安的土地、见到延安的亲人，从,“,手抓黄土我不放，紧紧儿贴在心窝上,”“,一头扑在亲人怀,”,等诗句看出，诗人产生的是激动、喜悦的感情；诗人回忆延安对自己的养育，描写和延安亲人欢聚畅谈的情景及看到延安的新面貌之后，,爱延安、爱革命、爱人民,的感情达到了高潮；当诗人又要离别延安时，从结尾两句诗可以领会到诗人难舍难分的惜别之情上升到了巅峰。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,回延安,热爱之情,结构梳理,回延安,抒写久别重逢的激动和喜悦,忆延安,追忆当年延安的战斗生活,话延安,描绘见到亲人的热烈场景,看延安,描画延安城的崭新面貌,祝延安,歌颂延安的光辉历史，展示继续革命的征程,课堂小结,回延安,采用了,“,信天游,”,形式，运用了多种修辞手法，读起来让人激情澎湃。诗人以赤子之心歌颂了养育一代革命者的延安及延安精神，从中我们感受到了诗人跳动着的脉搏,对,“,母亲,”,延安的那份永不泯灭的真情。全诗除了真切的情感构成了诗的辐射源外，还有诗人对陕北风土人情的意象组合描写，更增添了作品的生活气息和乡土美感。,写作借鉴,1.,着眼于抒情。,诗人始终抓住自己对延安的亲情来写，反复咏叹。如,“,母亲延安就在这里,”“,母亲打发我们过黄河,”“,母亲延安换新衣,”“,再回延安看母亲,”,，一声声反复呼唤，构成了诗歌的主旋律，作品按照,“,回延安,忆延安,话延安,看延安,祝延安,”,的顺序层层递进，传达出作者的思想感情。,2.,借用陕北民歌的形式，具有地方特色。,全诗运用了陕北信天游爬山调的格式，两行一节，一节一韵，诗行错落有致，读起来悠扬高亢。文中大量运用了比兴手法，揭示了事理。如,“,树梢树枝树根根，亲山亲水有亲人,”,，前后两句道出的都是浑然一体的有着密切联系的事物，深层次地揭示了事理。,拓展延伸,品读,回延安,课后习题参考答案,一、诗人阔别延安十年，当他重新,“,扑,”,进,“,母亲延安,”,的怀抱时，那激动喜悦的心情是一般人难以体会的。朗读这首诗，概括每部分的主要内容，说说诗人是按照怎样的线索来抒发自己的情感的。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,参考答案：,诗人在离别延安十年后再回延安的情景。,回忆在延安时期的生活。,与亲人欢聚一堂，亲切话旧的场面。,喜看延安城市新面貌。,回顾延安的光荣历史，展望延安的锦绣前程。,按照,“,回延安,忆延安,话延安,看延安,祝延安,”,的线索来抒发自己的情感的。,二、诗人除了直接抒情，还通过人物的动作、语言和场景描写等来间接抒发情感。试着找出相关诗句，细心揣摩其中蕴含的诗人的情感。,参考答案：,1.,通过动作描写抒发情感：,“,手抓黄土我不放，紧紧儿贴在心窝上,”,中一,“,抓,”,一,“,贴,”,这两个动作，生动地表现了诗人见到延安时的激动心情以及热爱延安的强烈感情。,2.,通过语言描写抒发情感：,“,保卫延安你们费了心，白头发添了几根根,”,一句中通过语言描写说明延安父老为保卫延安立下了功劳，诗人发自内心地向他们慰问、敬礼。,3.,通过场景描写抒发情感：,“,满窑里围得不透风，脑畔上还响着脚步声,”,写亲人相见的场面，表达了回延安与亲人团聚的喜悦之情。,三、这首诗具有浓郁的地方特色，试根据下面的提示深入体会，完成练习。,1.,全诗采用陕北民歌,“,信天游,”,的形式，两行一节，节内押韵，形式活泼，节奏自由。试选两三个诗节做简要分析。,2.,诗中使用了不少具有地方特色的词语，描摹了当地的生活细节和场景。试找出几处，感受陕北的地域风俗。,参考答案：,1.,文中第六诗节和第七诗节中,“,白羊肚手巾红腰带，亲人们迎过延河来,”“,满心话登时说不出来，一头扑在亲人怀,”,，,“,带,”“,来,”“,怀,”,字字押韵，诗行错落有致，读起来高亢悠远，充满了韵律美。,2.,“,几回回梦里回延安,”,中,“,几回回,”,是陕西方言，表示一回又一回，数量多。下文,“,一口口,”“,几辈辈,”,等，都有,“,一,又一,”,的意思。,“,白生生的窗纸红窗花,”,中的,“,白生生,”,是陕西方言，表示很白。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,四、品味下列诗句，说说修辞手法的使用所产生的表达效果。,1.,千声万声呼唤你，,母亲延安就在这里！,2.,杜甫川唱来柳林铺笑，红旗飘飘把手招。,3.,千万条腿来千万只眼，也不够我走来也不够我看！,4.,对照过去我认不出了你，母亲延安换新衣。,参考答案：,1.,“,千声万声呼唤你，,母亲延安就在这里,”,运用夸张和比喻的修辞手法，形象生动揭示了,“,我,”,和,“,延安,”,的关系。,2.,“,杜甫川唱来柳林铺笑，红旗飘飘把手招,”,运用了拟人的修辞手法，生动形象地写出了诗人重回故地的无限欣喜之情，好像延安一切都有了生命，都在欢迎自己回家。,3.,“,千万条腿来千万只眼，也不够我走来也不够我看,”,运用夸张的修辞手法，表现了延安的巨大的喜人的变化。,4.,“,对照过去我认不出了你，母亲延安换新衣,”,运用比喻、拟人的修辞手法，抒发了作者对延安的浓厚感情和对延安旧貌换新颜的由衷歌颂。,课后作业,查找有关信天游的资料，积累一两个优美的信天游歌词。,赠送以下课件,第,1,课时,第,2,课时,说一说，同学们都喜欢玩什么游戏呢？,课题导入,第,1,课时,你们知道这两个小朋友在玩什么游戏吗？,你们知道怎么玩吗？,观赏,“,踩影子,”,游戏视频。,点击画面，播放视频,3,一个接一个,接,提手旁,“,扌,”,自由朗读课文，要求：借助拼音，把课文读通顺，遇到不熟悉的字画出来，多读几遍。,初读课文,我会读,睡觉 再 做梦各种各样,伙伴 却 也 有趣这么,平舌音,翘舌音,加一加,去,(,),却,中,(,),种,羊,(,),样,取,(,),趣,卩,禾,木,走,却,卩,部首：,趣,半包围结构，,“,走,”,的最后一笔要长，托住,“,取,”,字。,亻,+,火,=,伙,亻,+,半,=,伴,接,左边,“,扌,”,，右边,“,立,”,下一个,“女,”,字。,过,走寸,了，就,“,过,”,。,这,斯斯,文文,走到,“,这,”,。,再读课文，梳理内容。,带着生字词再读课文。要求：字音读准，句子读通顺。,说一说：课文写了什么内容。,再读课文,结构：,部首：,书写指导：,先内后外，,“,辶,”,的第二笔从横中线起笔，第一个折要写短小一点，平捺要写得舒展。,u,过,半包围,辶,书写指导,结构：,部首：,书写指导：,左右,禾,左窄右宽，,“,禾,”,作部首时，最后一笔要变成点。,zhn,种,结构：,部首：,书写指导：,左右,木,y,n,样,左窄右宽，,“,木,”,作部首时，最后一笔要变成点。,听同学朗读，边听边思考：,“,我,”,做了哪些事情踩影子、做梦、跳房子、上课,第,2,课时,课文解读,多音字,zhn,种子,zh,n,（）,种地,（）,种,ju,觉得,ji,o,（）,睡觉,（）,觉,我会填,月夜，正玩着,_,，就听大人叫着：,“,_,！,”,正做着,_,，又听见大人在叫：,“,_,！,”,正和小伙伴们玩着,_,，操场上却,_,。,踩影子,快回家睡觉,好梦,该起床上学了,跳房子,响起了上课铃声,朗读第一小节，说说事情发生的时间，小朋友在玩什么？,在一个有月亮的夜晚，小朋友玩着踩影子的游戏。,月夜踩影子,唉，我好想再多玩一会儿啊。,再：,再次，再来,在：,正在,不过，回家睡着了，倒可以做各种各样的梦呢！,不过：,表示事情发生了转折。,亻,+,故,=,做,甜蜜的梦,有趣的梦,快乐的梦,各,种,各,样,的,梦,可怕的梦,自由朗读第,2,、,3,小节，思考：,“,我,”,的心情的变化与第,1,小节中一样吗？心情不好是因为什么？心情好又是因为什么？,读课文最后一小节，说一说：你有没有相似的经历。,拓展延伸,你从文中小朋友身上学到了什么？,在遇到不如意的事时，学会转换角度看问题，保持积极、乐观的心态。,踩什么，踩影子；,做什么，做好梦；,跳什么，跳房子；,听什么，听故事；,我和伙伴真快乐！,伙,伴,都是单人旁，表示的意思都与人有关。,生字学习,结构：,部首：,书写指导：,上下结构,攵,注意上面部分略大，上部的横撇和捺画要写舒展，盖住下部的,“,口,”,。,各,同学们，童年的生活是丰富多彩的，每一件事都可以带给我们快乐的体验，只要我们像文中的小朋友一样保持一颗快乐的童心，我们就会收获快乐的生活。,课堂小结,学会转换角度看问题,不情愿,一,个,接,一,个,开心,不想回家睡觉,可以做各种各样的梦,不想起床上学,能见到小伙伴,不想中断游戏,能听老师讲故事,板书设计,