人教（部编版）六年级上册语文第四单元 语文园地 教案

语 文 园 地
【教学目标】
知识与能力:
1.学习理解人物形象的方法。
2.理解《三国演义》中关公的人物形象。
3.体会人物复杂的心理活动。
4.把握作者的忧伤之情,想象古诗所描绘的画面。
过程与方法:
自学、交流、汇报、点拨、拓展。
情感态度与价值观:
体会作者人生易老、世事沧桑的心境。
【教学重难点】
1.学习理解人物形象的方法。
2.理解《三国演义》中关公的人物形象。
【教学准备】多媒体课件
【课时安排】1课时
【教学过程】
一、交流平台。
1.这一单元你学到了哪些人物?
生:(先人后己、有威信)的老支书;善良、有同情心的桑娜;(可怜)的老人
2.那么我们是如何理解小说的人物形象的呢?出示课件1,读读第65页的交流平台内容。
3.出示课件2:
①读小说时,留意人物的语言、动作、心理等描写手法;
②通过情节感受人物形象;
③借助环境描写突显人物形象。
4.说说《穷人》一课是如何体现人物形象的。
5.《桥》一课是如何体现人物形象的?(抓住老支书的语言、动作来体现;抓住环境描写,感受老支书先人后己的高尚品格。)
设计意图:
由本组课文的人物形象导入单元的学习方法。
二、词句段运用。
1.出示课件3:《三国演义》中关公的人物形象。
①读读关云长温酒斩华雄的故事。
②小组交流关云长温酒斩华雄的意思。
设计意图:
学习《三国演义》中的片段,学习如何体会人物形象。
2.出示课件4,体会人物复杂的内心世界。试着写一写你忐忑不安或犹豫不决时的心理活动。
(1)体会桑娜的内心世界。
①师:这一段话选自《穷人》,其中有许多省略号,读一读这段话,试着写一写桑娜忐忑不安或犹豫不决的心理活动。
②学生汇报体会到的桑娜矛盾的心理活动。
③读了描写心理活动的句子,我们看到了桑娜矛盾的内心世界。她先是激动,继而紧张、担忧甚至责备自己,最后坚定的复杂心理。
④学生朗读,体会桑娜复杂的心理活动。
(2)体会“我”的内心世界。
①读一读描写“我”心理活动的这一段话,体会“我”复杂的内心世界。
②“这怎么忍受得了呢?”反问句的使用增强了语气:这肯定让人忍受不了。
“(我)不忍眼巴巴地看着我的战友活活地烧死。但我忍不住不看,我盼望出现什么奇迹——火突然间熄灭”,体会“我”复杂、矛盾、痛苦的心理,突出邱少云为了战斗的胜利,为了战友的安全,具有高度的组织性和纪律性,能忍受常人不能忍受的痛苦,具有顽强的毅力和勇于自我牺牲的崇高精神。这就是通过他人心理活动的描写来表现英雄形象的写法。
设计意图:
让学生体会到心理描写为文章增添了艺术效果。
三、日积月累。
1.出示课件5,《回乡偶书》
2.理解“偶书”,这里的“偶”“书”各是什么意思?
偶书:随便写的诗。偶:说明诗写得很偶然,是有所见、有所感随时写下来的。
3.自读古诗,师帮助正音。
4.出示课件6,小组交流理解诗句的意思。
我在年少时离开家乡,到了迟暮之年才回来。我的乡音虽未改变,但鬓角的毛发却越来越少。
儿童们看见我,没有一个认识的。他们笑着询问:这位客人您是从哪里来的呀?
5.这首诗表达了作者怎样的思想感情?
表达了作者感叹山河依旧,人事不同,同时也发出了人生易老、世事沧桑的感慨。
设计意图:
读诗,体会作者人生易老、世事沧桑的心境。【板书设计】
语 文 园 地
(一)交流平台
(二)词句段运用
1.《三国演义》中关公的人物形象。
2.通过心理活动表现人物形象。
(三)《回乡偶书》:表达了作者感叹山河依旧,人事不同,同时也发出了人生易老、世事沧桑的感慨。







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