（部编版）八年级语文下册《4 灯笼》优质课课件.pptx

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3、十五夜观灯 卢照邻 锦里开芳宴，兰缸艳早年。 缛彩遥分地，繁光远缀天。 接汉疑星落，依楼似月悬。 别有千金笑，来映九枝前。,4* 灯 笼,部编版八年级语文下册,吴伯萧（19061982）原名熙成，笔名山屋、山荪，是我国当代著名文学家和教育家。他的作品主要收集在羽书、黑红点、北极星、忘年、吴伯萧散文集中。,本文写于20世纪三十年代，那是中华民族一个多灾多难的时代，作者以“灯笼”为题，从文化及情感两方面表达了灯笼对于他乃至民族的重要意义，最后跳出个人情感圈子，升华为对家国情怀的表达，呈现了一个执著追求革命和艺术的知识分子和与时代共命运、与人民同呼吸的内心世界。,散文 一种抒发作者真情实感、写作方式

4、灵活的记叙类文学体裁。散文最大的特点是“形散神聚”；“形散”既指题材广泛、写法多样，又指结构自由、不拘一格；“神聚”既指中心集中，又指有贯穿全文的线索。散文写人写事都只是表面现象，从根本上说写的是情感体验。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

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7、的样子。 暖融融：形容温暖宜人；温暖舒适。 马前卒：比喻没有目的地为人奔走效力的人。 人情世故：指为人处世的方法、道理和经验。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元

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9、成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,认真读课文，理清文章脉络。,（1）叙写小时候喜欢火、光的情景。,（2-11）抒写了“我”关于灯笼的一些记忆，从历史文化及个人情感上表达了灯笼对于“我”及整个民族的重要意义。,（12）抒发作者的爱国情怀。,自由读第1自然段，思考：作者叙写小时候喜欢火、光的情景，请说说这样写的作用。,丰富了文章内容，增添了情趣，避免叙述的呆板和结构的单调，引起读者的阅读兴趣；引出下文，为下文叙述喜爱灯笼做铺垫。,将“灯笼”的光与“太阳”的光、“月华”“繁星”的光相提并论，强调了“我”对“

10、灯笼”的情有独钟。,快速读第2自然段，思考：从哪些句子可以看出“我”对灯笼的喜爱？,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。,真的，灯笼的缘结得太多了，记忆的网里挤着的就都是。,夸张与比喻，形象地表达出了“我”与“灯笼”之间结下的缘分之多，使表达显得形象生动，突出了“我”对灯笼的喜爱。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,

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13、红； ,怀恋过往，表明灯笼对“我”的意义重大。,结合2-9自然段中的相关语句说一说：灯笼有着怎样的意义？,村犬遥遥向灯笼吠了那种熙熙然庭院的静穆，是一辈子思慕着的。,灯笼映照着长幼情笃。,母亲给留着的消夜食品便都是在亲手接过了灯笼去后递给自己的母亲的头发也全白了。,灯笼宣照着母子情深。,真是，若有孤行客，黑夜摸路。正自四面虚惊的时候，忽然发现星天下红灯高照，总会以去村不远而默默高兴起来的吧。,灯笼慰藉着孤行客的心。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,

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