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学生订正自学过程中的错误遗漏之处

时间:2021-06-11 22:34   来源:未知   作者:佚名   点击:

一,教学目标:

战国时期养士之风盛行,在贵族们的众多食客中,不乏智能之士,他们的政治见解和办事才能,对当时的趋势产生了某些影响,本文生动地再现了当时养士,用士的社会风貌。

冯谖是战国时期“士”中比较杰出的一位。

3,朗读文章,扫清字词障碍。

(一)写冯谖的“无好”“无能”贪而不知足,伏下一笔,引起正文

三,引导学生了解战国时代养士用士的历史风貌。随着创造“三窟”的渐次展现,他的才能崭露头角,寄食门下之初的无能的形象及他佯装的俗态截然一变,使这个大智若愚的人物形象暗示爆发力。

孟尝君姓田名文,战国时期齐国的贵族,同魏国的信陵君魏无忌,赵国的平原君赵胜,楚国的春申君黄歇齐名,合称为“战国四公子”。

2,作者是怎样刻刻画冯谖这个人物形象的?

先生所为文市义者,乃今日见之

教学内容:

孟尝君怪其疾也,衣冠而见之

教学难点:通读文章,概述难以理解的句子。

一,引导学生理解全文记叙事节时前后连贯,层层推进,环环相扣,曲折缜密的特点。188

3,通过练习训练巩固所学知识。

1,疏通文章,讲解重点词句。这一点局限性我们正确正确认识。

引导学生了解战国时代养士用士的历史风貌。

(三)总结冯谖对孟尝君的功绩。

五、请学生复述故事情节。

教学目标:

1、了解作者作品。

教学目标:

五、作业:练习册中已学部分。

教学难点:引导学生理解本文记叙中情节前后连贯,Step by step,Interlocking features.先写冯谖的“无能”,并以孟尝君、门客、侍从、荐者对他的轻蔑讥讽着力渲染。

教学难点:引导学生了解战国时代养士用士的历史风貌。

使人给其以食用

二、复习故事情节,理解其连贯、环环相扣的特点。

四、小结。

六、讨论归纳故事情节。 作者;佚名

2、朗读文章,扫清字词障碍。

(二)写冯谖为孟尝君营造三窟(焚券市义,请复相位,请立宗庙)从正面表现冯谖才能。他在政治上有远见卓识,知道民心的重要,他能利用统治阶级的内部矛盾,见机行事提出正确的谋略,使孟尝君安于相位。

第三课时

六:小结

(2)因事显人,事由人发、人物形象与事件内容同步展现的写法。

1、引导学生理解本文刻画人物欲扬先抑的写法。

1、引导学生理解本文刻画人物欲扬先抑的写法。

。(3—8)

左右以告

1、通读文章,勾勒难理解的句子

左右以君*之也

七、小结。

Genus: It's more strange to pass "instructions" to guests than to reveal the plan

Second, guide students to understand the characters portrayed in this article.The characteristics of the simultaneous display of the character image and the content of the event.

教学内容:

3. Students question, discuss, and resolve.

(Class bell rings,(Teachers and students exchange greetings)

Three, teaching difficulties:

2. Focus on the following sentences:

教学目标:

Two, teaching focus:

1. Introduction of works

Fourth, the teaching process:

(1) Adopt the writing method of wanting to promote before suppressing, and wanting to show before hiding

Five: After completing class questions: p125t1, 2, 3

The article is selected from "The Warring States Policy?Qi Policy.

2) Consider the following questions:

4. Students read through the full text,Outline the words, words, and sentences that you don't understand.

Let the officials summon all the people as compensation

2. Consolidate the knowledge learned through practice training.

Second class

2. To guide the students to understand the historical features of the warriors and scholars during the Warring States Period.

2. Introduction background:

but,Feng Chen is a feudal tactician after all,He believes in the mailbox of "the scholar dies for the acquaintance",Loyal to the individual,It was just to make suggestions for the personal interests of the feudal aristocracy.

2. Read through the article,勾勒难理解的句子。

1. What kind of person is Feng Chen?

1) Review the content learned in the previous class.

Complete the exercises in the workbook

The author shows Feng Chen's talents and insights,It's not a method of making it sharp at the beginning with a single-handed approach,Instead, it deliberately gains momentum and then jumps out,Cause suspense to readers.

Teaching method: teacher's explanation,Students questioned and corrected.

3. Topic: Feng Chen serves as a diner under the monarch of Mengchang

Taste Xie City's life-saving plan

教学重点: guide students to understand the characters portrayed in this article.The characteristics of the simultaneous display of the character image and the content of the event.

Teaching method: self-study, discussion-oriented.

2. Guide students to understand the coherence of the plot in the narrative of this article,层层推进,环环相扣的特点。

Teaching focus: full text translation,Students correct mistakes and omissions in the self-study process.

First class hour

1. Interpret the full text,Students correct mistakes and omissions in the self-study process.

8. 作业:阅读全文

(1-2)

冯辰是孟昌俊一家人的小饭馆。(9)

Teaching focus:

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