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最新《烛之武退秦师》教学设计知乎二十八篇(优质)
  • 时间:2025-02-19 04:49:38
  • 小编:小鱼爱吃yu-
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体验总结可以让我们更好地了解自己的优势和不足,为个人成长提供指导。总结是思考和反思的过程,通过总结我们可以提高自己的学习和工作效率。以下是小编为大家整理的一些总
无论是身处学校还是步入社会,大家都尝试过写作吧,借助写作也可以提高我们的语言组织能力。写范文的时候需要注意什么呢?有哪些格式需要注意呢?这里我整理了一些优秀的范
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在日常学习、工作或生活中,大家总少不了接触作文或者范文吧,通过文章可以把我们那些零零散散的思想,聚集在一块。范文怎么写才能发挥它最大的作用呢?下面是小编帮大家整
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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
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在日常学习、工作或生活中,大家总少不了接触作文或者范文吧,通过文章可以把我们那些零零散散的思想,聚集在一块。范文书写有哪些要求呢?我们怎样才能写好一篇范文呢?接
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无论是身处学校还是步入社会,大家都尝试过写作吧,借助写作也可以提高我们的语言组织能力。那么我们该如何写一篇较为完美的范文呢?下面是小编为大家收集的优秀范文,供大
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在日常的学习、工作、生活中,肯定对各类范文都很熟悉吧。范文怎么写才能发挥它最大的作用呢?下面我给大家整理了一些优秀范文,希望能够帮助到大家,我们一起来看一看吧。
范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。那么我们该如何写一篇较为完美的范文呢?下面是小编为大
语文学科涉及词汇、语法、阅读、写作等方面的内容,是我们发展综合素养的重要基础。接受反馈和批评是个人成长的重要一环。总结范文的内容既有对成绩的总结,也有对经验的总
总结可以激励我们进一步完善自我,提高工作和学习效率。在写总结之前,我们需要整理和梳理好相关的资料和信息。小编搜集了一些优秀的总结范文,希望能给大家在写总结时提供
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范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。大家想知道怎么样才能写一篇比较优质的范文吗?下面我给
在日常的学习、工作、生活中,肯定对各类范文都很熟悉吧。那么我们该如何写一篇较为完美的范文呢?下面我给大家整理了一些优秀范文,希望能够帮助到大家,我们一起来看一看
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。写范文的时候需要注意什么呢?有哪些格式需要注
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在日常学习、工作或生活中,大家总少不了接触作文或者范文吧,通过文章可以把我们那些零零散散的思想,聚集在一块。相信许多人会觉得范文很难写?下面是小编帮大家整理的优
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无论是身处学校还是步入社会,大家都尝试过写作吧,借助写作也可以提高我们的语言组织能力。范文书写有哪些要求呢?我们怎样才能写好一篇范文呢?这里我整理了一些优秀的范
我们已经尝试了许多方法,但依然没有找到最佳解决方案。学会合理运用连词可以使文章衔接自然、逻辑清晰,下面提供几个常用的连词用法。为了帮助大家更好地写出完美的总结,
总结是对过去的梳理,对未来的规划。要写一篇好的总结,首先要对所总结的内容有全面而准确的了解。以下是一些业界专家分享的总结心得,希望能够对大家有所帮助。珍珠泉教学
每个人都曾试图在平淡的学习、工作和生活中写一篇文章。写作是培养人的观察、联想、想象、思维和记忆的重要手段。相信许多人会觉得范文很难写?下面我给大家整理了一些优秀
有时候,只有冷静地停下脚步,才能看到那些被忽略的美好。评价是总结文章中对某个人、事物或事件进行客观评价和评论的部分。以下是一些常见社会问题的解决方案,希望能为我
范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。那么我们该如何写一篇较为完美的范文呢?下面是小编为大
教育是培养人才、传承文明的重要途径,教育的质量关系着国家的未来。写一篇完美的总结需要首先梳理出要总结的内容和要表达的中心思想。这些总结范文都是经过精心挑选的,希
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。大家想知道怎么样才能写一篇比较优质的范文吗?
文化多样性是社会进步的重要标志,我们应该尊重和欣赏不同文化之间的差异。总结中如何平衡事实陈述与情感表达?广泛了解不同领域的总结范文,可以提升我们的综合素养和文化
时间过得真快,总在不经意间流逝,我们又将续写新的诗篇,展开新的旅程,该为自己下阶段的学习制定一个计划了。写计划的时候需要注意什么呢?有哪些格式需要注意呢?这里给
范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。大家想知道怎么样才能写一篇比较优质的范文吗?这里我整
在日常学习、工作或生活中,大家总少不了接触作文或者范文吧,通过文章可以把我们那些零零散散的思想,聚集在一块。写范文的时候需要注意什么呢?有哪些格式需要注意呢?以
不适用于已有分类的内容。使用简明扼要的语言,避免太过冗杂和复杂。总结范文可以帮助我们深入理解总结的目的和方法。简历自我介绍篇一我的名字叫xxx,是20xx届xx
范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。那么我们该如何写一篇较为完美的范文呢?以下是小编为大
完善的总结能够使我们更加深入地理解学习的内涵和核心要点。接受反馈和批评是个人成长的重要一环。总结范文中的亮点和经验可以为我们写好一篇总结提供借鉴和启发。十六班级
为有力保证事情或工作开展的水平质量,预先制定方案是必不可少的,方案是有很强可操作性的书面计划。优秀的方案都具备一些什么特点呢?又该怎么写呢?以下是我给大家收集整
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最新《烛之武退秦师》教学设计知乎二十八篇(优质)

格式:DOC 上传日期:2025-02-19 04:49:38
最新《烛之武退秦师》教学设计知乎二十八篇(优质)
    小编:小鱼爱吃yu-

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。范文怎么写才能发挥它最大的作用呢?这里我整理了一些优秀的范文,希望对大家有所帮助,下面我们就来了解一下吧。

《烛之武退秦师》教学设计知乎篇一

1、掌握文章中的文言实词、虚词的意义及用法。

2、理解并学习烛之武的论辩艺术。

3、学习作者的叙事艺术。

1、诵读课文,在把握文意的基础上理解词句,积累一些文言实词、虚词和句式,理清文章的脉络。

2、培养学生“自主、合作、探究”的学习方式,学习烛之武的论辩技巧。

教学方法:讲授法讨论法研究性学习法

板书安排:

烛之武退秦师

秦晋围郑

烛之武临危受命许之

示之以弱

退晓之以害大智大勇(形象)

烛之武说服秦伯动之以利

挑之以隙

郑国转危为安

伏笔与照应波澜起伏详略得当

1、泛读课文。

2、学生自由诵读课文。(注意字音、停顿)

3、学生齐读课文。(教师纠正读音、停顿)

4、教师学生结合课文注释进一步熟悉课文。

昨天,同学们已经跟着我把《烛之武退秦师》这篇课文梳理了一遍,上节课我们已经明确学习古文的意义何在,那就是:

1、学语言:中国的古代典籍是我们古老文化的载体,要想将我们的文明传承下去,就要更好地读古书,学习古代汉语。同学们学习文言文的障碍,常常也是因为不懂其中一些词语所表达的意思。因此,只有掌握一定数量的常用文言词语,才能比较顺利地阅读文言文。

2、学智慧:当战争一触即发之际,一位老翁竟能以言辞退却敌兵,战争的风云消弭于无形,干戈化为玉帛。这除了过人的智慧和勇气之外是无法办到的。这样的智慧应当是我们学习古文的精神精髓。

3、学写作:大家看这篇课文,不足600字的短文,却将战事、人物刻画得如此生动,情节曲折、层次井然,这同样也是值得我们学习写作的地方。

那么,明确了这三个学习古文的目的之后,现在就让我们一起进入春秋时代,去感受古人的风采!

第1段

(1)学生齐读第1段,用四字短语概括本段段落大意。

明确:秦晋围郑

引导学生串析本段:同时画出《秦晋地理形势图》,介绍相关知识点:春秋时期,秦国(今陕西、甘肃),晋国(山西)是两个大国,成语有秦晋之好。楚国(今湖南、湖北)也是其中一个重要的大国,而郑国(今河南新郑)则是一个中等国家,国力一般,但其占据的却是中国的中心地带,所以诸强国都虎视眈眈地盯着郑国,所以郑国只能依靠、依附于某个大国来保证自己的安全,但是哪个强国都不肯放过它,所以经常遭遇机。那么“贰于楚也”的罪名便成为讨伐的理由。

第2段

1、男生齐读本段。

2.女生用短语概括本段内容。(教师点拨,明确:烛之武临危受命)

①“佚之狐言于……师必退。”刻画了烛之武的形象,未见其人,先闻其名;还可窥见郑伯善纳谏的一面。

②辞曰:“臣之壮……也已。”进一步刻画烛之武的形象,是一位满腹才华,却未能被重用的大臣,人物形象更加鲜活。

③公曰:“……”许之。郑伯的自责体现了明君风范,他以国家利益、形势与个人利用的透彻分析感动了烛之武,体现了他善于做思想工作;烛之武应允只身去见秦伯,也体现了他深明大义的一面。

3、学智慧:郑伯勇于责己的态度消除了烛之武的怨气,应该学习郑伯的驭人之术。

第3段

(1)教师范读本段。(学生细细品味烛之武的形象及其高超的游说技巧)

(2)学生用短语概括本段内容。(教师明确:烛之武说退秦师)

①“秦晋围郑……敢以烦执事”引导学生明白,示之以弱,减轻敌方的防范心理。

②“越国以鄙远……君之薄也。”引导学生看地图,加深理解,为什么说是“越国以鄙远”,秦郑之间有许多小国,还有周王室的间隔,所以是跨国来管理远方的边邑,其难可知。晓之以害,站在秦国的立场上考虑问题,获得秦伯的信任。

③“若舍郑以为东道主……君亦无所害”引导学生看地图,由于秦国和东方齐国的交往要从郑国经过,所以郑国是“东道主”。动之以利,利益的诱惑,减弱、消减其攻打郑国的决心。

④“且君尝为晋军赐矣……唯君图之。”以秦晋之间过往的矛盾作为突破口,挑之以隙,挑拨秦晋间的矛盾,瓦解其联盟。引导学生看地图加深理解,秦国与晋国接壤,在晋国的西边,晋“欲肆其西封”,必然损害秦国的利益。

(3)学生根据烛之武的语言,归纳其人物形象。(教师明确:大智大勇)

(4)学智慧:面对强敌,烛之武不卑不亢,侃侃而谈,一字未提郑国的利益,却成功说退秦师,充分展示了他的论辩艺术与外教才能,以及他对局势全面而透彻的分析智慧都是值得我们学习的地方。

第4段

(1)女生齐读本段。

(2)男生用短语概括本段段意。(教师明确:郑国转危为安)

(3)学智慧:晋文公的理智,群情激愤时的隐忍使得郑国转危为安。

(1)引导学生思考本文在展开故事情节上有何特点?(给学生充分的思考与讨论时间)

教师明确:①文章篇幅虽然短小,但故事情节完整,层次井然。

②波澜迭起,曲折有致。

秦晋围郑(急)烛之武推辞(急)深入敌营(急)子犯击之(急)

佚之狐推荐(缓)郑伯自责(缓)说敌成功(缓)晋侯阻止(缓)

(2)启发学生本文在叙事上有什么特点?(学生思考并讨论)

教师明确:①伏笔与照应:“以其无礼于晋”为烛之武说退秦军埋下了伏笔;“夜缒而出”照应了开头的秦、晋围郑,“国危矣”;“晋军函陵,秦军汜南”,说明秦、晋虽是联合行为,但貌合神离,既没有驻扎在一起,彼此的行动也不需要通知对方,这就为秦、郑联盟提供了条件。

②详略得当:集中笔墨写其说辞而略写其他方面,对退秦师的前因后果只作了简略交代。

《烛之武退秦师》教学设计知乎篇二

1.学习本文精彩的人物语言——说理透辟,善于辞令,以及起伏跌宕,生动活泼的情节。

2.掌握文章中出现的古汉语常识,注意多义词在不同语境中的不同意义和用法。

3.正确认识烛之武在国家危难之际,临危受命,不避险阻,只身说服秦君,维护了国家安全的爱国主义精神。

4.了解烛之武说服秦伯的方法——善于利用矛盾,采取分化瓦解的方法,认识烛之武机智善辩的外交才能。

2课时

(1)借助工具书,通读原文。

(2)参考有关资料,对《左传》在先秦文学史中的地位及《左传》的语言特色有所了解。

(3)初步了解故事情节,特别注意对烛之武这个中心人物的把握。

(4)画出自己不理解的问题及难点。

第一课时

人们常用“以三寸之舌,强于百万之师”来形容那些纵横捭阖的外交家,用“不战而屈人之兵”来形容那些高明的谋略家,这并非溢美之词。相信大家学习本文将会感受到这种风采。

一、检查课前预习

1.通假字

(1)今老矣,无能为也已。(已同矣)

(2)行李之往来,共其乏困。(共,同“供”。供给。句意是:秦国的外交使臣经过郑国,郑国可以供给他们所缺少的物资粮秣等物。)

(3)秦伯说。(说,同“悦”。句意是:秦穆公听了很高兴。)

(4)失其所与,不知。(知,同“智”。句意是:失掉了盟国,不是聪明。)

2.字音

氾fàn南佚yì之狐夜缒zhuì而出

瑕xiá阙quē秦杞qǐ子逄páng孙

3文常本文选自《左传》,《左传》是我国第一部叙事详细的史著作。相传为春秋末年鲁国史官左丘明所作。他还作了我国第一部国别体史书《国语》。“春秋三传”

二、课文探究

1.解题

本文选自《左传》僖公三十年。主要是记公元前630年郑国烛之武利用秦、晋矛盾,向秦伯分析了当前的形势,采取分化瓦解的办法,说明了保存郑国对秦有利,灭掉郑国对秦不利的道理,终于说服了秦伯。秦伯不但撤走了围郑的秦军,反而派兵保卫郑国,迫使晋国不得不撤兵,从而消除了郑国的危机。烛之武临危受命,不避艰险,只身说服秦君,解除国难,表现了他深明大义和捍卫国家主权的使命感,以及机智善辩的外交才能。

2.时代背景

秦、晋围郑发生在公元前630年(僖公三十年)。导致事情发生的原因有二点。其一,郑国曾二次得罪过晋国,一是晋文公当年逃亡跑过郑国时,郑国没有以礼相待。二是公元前632年时晋、楚之战中,郑国出兵助楚国,结果城濮之战以楚国失败告终。后郑国虽然即派人出使晋国,与晋结好,郑伯甚至与晋侯“盈于衡雍”,但最终没有感化晋国。其二,晋秦两国联合围攻郑国,是因为晋秦都要争夺霸权,均需要向外扩张,晋国发动对郑国的战争,自然要寻找这样得力的伙伴,秦晋历史上关系一直很好,所以秦晋联合也就必然了。

3.熟悉课文,达到背诵,特别注意把握课文的支撑句(自主学习):

①秦、晋围郑,……且贰于楚也。

②吾不解早用子,……然郑亡,子亦有不利焉。

③秦、晋围郑,郑既知亡矣。……阙秦以利晋,唯君图之。

④微夫人之力不及此。……吾其还也。

4.了解主要人物(自主学习)

烛之武是中心人物。虽然“臣之壮也,犹不如人”满腹的委屈和牢骚,但在国难当头,深明大义,以捍卫国家主权的使命感只身赴敌营,以机智善辩的外交才能消除了郑国的危机。不卑不亢,委婉曲折,步步深入,说服了秦伯,具有较强的感染力。

佚之狐,慧眼识英雄的伯乐。“若使烛之武见秦军,师必退”,说明佚之狐对烛之武的外交才能有足够的了解,对郑、秦、晋三国的形势有充分的洞察力和预见性。

郑伯,勇于自责者。当郑国所处危险境地,需烛之武退秦师时,烛之武却流露出“今老矣,无能为也已”的满腹委屈与牢骚。面对此,郑伯先是“是寡人之过也”以自责,从谏如流,情真意切,并欲扬先抑,设想假如郑国灭亡的话,对烛之武也无好处,这种透彻的分析,诚意的表白,终于感动了烛之武,使之临危受命,义无反顾赴敌营。

5.全文中心写了件什么事?故事情节是怎样展开的?(合作探究)

全文以烛之武说退秦军为中心。全文故事情节可分为四部分。

第一部分,秦晋围郑,既点出了战事爆发的原因,敌我双方的力量对比,又为下文“烛之武退秦师”埋下了伏笔。

第二部分,烛之武临危受命。郑国君决定通过外交途径来解除危机,佚之狐向郑伯推荐了烛之武。郑伯自责,情真意切感动烛之武,烛之武以国家利益为重,决定只身见秦伯。

第三部分,烛之武说退秦师。

烛之武首先向秦穆公承认郑国处在危亡的境地,把这件事放在一边不再谈。然后一面说明秦国灭郑则无益而有害,舍郑则有益而无害。一面举出事例,说明晋国不可信赖,秦国不应与晋国共事,晋国得到郑国,必将进而损害秦国。烛之武利用秦、晋两国的矛盾,根据事理和事实,把秦灭郑和秦与晋共事的害处分析得十分透彻,终于说得秦穆公不仅撤兵回国,而且留下一部分人助郑防御晋。

第四部分,晋师撤离郑国。

当晋国的盟军秦国成为郑国的盟友后,晋侯毅然撤军。说秦伯而退晋师正是烛之武所要达到的目的。

6.学生讨论交流。

讨论题:简析烛之武的形象?

志士勇士辩士

总结本文是一篇记述古人辞令的散文。郑国被晋、泰两个大国的军队所包围,国家危在旦夕,烛之武奉命说退秦军。他善于利用矛盾,采取分化瓦解的办法,一番说辞,使说服了秦君。撤出围郑的军队,并派兵助郑国防守,致使晋军不得已撤退,从而解除了郑国的危机。这篇文章,赞扬了烛之武在国家危难之际,能够临危受命,不避险阻,只身去说服秦君,维护了国家安全的爱国主义精神,同时也反映了春秋时代各诸侯国之间斗争的复杂性。

本文烛之武的话虽系外交辞令,但说得透彻在理,实事求是,层层深入,简明得体,令人信服。与战国时代纵横家的危言耸听是不一样的。《左传》的作者能用少量文字把这些复杂曲折的意思记载得十分清楚,这种精炼的文笔很值得学习。

三、课后作业翻译全文

《烛之武退秦师》教学设计知乎篇三

【教学重、难点】

1、理解文章的思想内容。

2、学习《左传》刻画人物的方法。

3、掌握“若”、“说”、“辞”等文言词语的含义和用法。

【教学设计】

1、介绍文学文化常识,学生自读自译一课时;

2、教师指正译文,引导学生理解思想内容一课时。

【教学过程】

布置预习:请学生熟读全文。

第一课时

一、《左传》及其背景介绍

1、作者:相传是鲁国的史官左丘明,但文献不足,说法不一。

2、体例:是一部编年体历史著作,通史。

3、“春秋三传”:《左传》、《公羊传》、《谷梁传》,都是为解说《春秋》而作。

4、内容:

以《春秋》记事为纲,以时间先后为序,详细记述春秋时期各国内政外交等大小事,上起鲁隐公元年,下至鲁哀公二十七年。

从政治、军事、外交等方面,比较系统地记载了整个春秋时代各国所发生的事件,及一些生活琐事,真实地反映了当时的社会面貌。

5、地位:

是我国最早最完备的编年史,是先秦著名的文学作品,是历史散文的典范。

二、请学生自读课文,并试图口译全文

1、重、难点句子解释:

⑴ 我年轻时尚且不如人,现在老了,做不成了。

⑵ 我早先没有重用您,现在危急之中求您,这是我的过错。

⑶ 如果灭掉郑国对您有好处,那就烦劳您手下的人了。

⑷ 越过晋国把远方的郑国作为秦国的东部边境,您知道是困难的,您何不必要灭掉郑以增加邻邦晋的土地呢?

⑸ 假如放弃灭掉郑的打算,而让郑国作为您秦国的东道上的主人,秦国使者往来,郑国可以随时供给他们所短缺的东西,对您秦国来说,又没有什么害处。

⑹ 晋国有什么满足的呢?

⑺ 秦国受损而晋国收益,您好好掂量掂量吧。

2、请学生试着完成课后第三题,教师指正:(略)

三、小结

四、布置作业

熟记常用字词的意义和用法。

第二课时

一、回顾上一节课的内容

二、本文的结构

1、请学生在此基础上概括各段大意:

第一段:秦晋围郑。

第二段:烛之武临危受命。

第三段:烛之武退秦师。

第四段:晋师撤离。

三、人物形象

1、问:本文的主要人物形象是谁?(烛之武)

2、问:第二段为什么要写他发牢骚,这会不会影响英雄的完美形象呢?

明确:这一番牢骚使他的形象更显得有血有肉。

3、概括这个形象的特点:

⑴ 长期得不到重用;

⑵ 发牢骚,真实的存在;

⑶ 义无反顾奔赴敌营的勇气和信心;

⑷ 胸有成竹,对矛盾了如指掌;

⑸ 言辞委婉曲折有感染力。

四、写作特色

1、伏笔与照应:

秦、晋围郑的原因(矛盾小)──退秦军(伏笔)

“秦、晋围郑”,“国危矣”──“夜缒而出”

“许君焦、瑕,朝济而夕设版”,“微夫人之力不及此”──秦、晋联合,貌合神离,为秦郑联盟提供了条件

2、波澜起伏:

大军压境,危在旦夕──烛之武是希望──长期不用,辞──许之,退秦师──晋欲攻──晋退

3、详略得当:

详:烛之武推辞;烛之武退秦师;晋文公令退兵原因。

略:其他经过。

五、字词总结

1、通假字:“已”通“矣”;“共”通“供”;“知”通“智”。

2、古今异义:

⑴ 东道主:古,东方道路上的主人;今,主持某项活动的主人。

⑵ 夫人:古,那人;今,妻子。

3、一词多义:

⑴ 军:名,军队,军队的编制单位;量词;动,驻扎。

⑵ 其:代,第三人称代词,指示代词,“那”,“那些”;连,“如果”,“假使”;句中语气词,表祈使语气;形容词词头,无义。

⑶ 焉:代,相当于“之”,疑问代词,“怎么”,“哪里”,“什么”;兼词,“于何”,在哪里,“于此”,在这里;副,相当于“乃”、“则”、“就”;语气词;形、副词词尾,……的样子。

六、小结

七、布置作业

完成本课 《课课练》。

《烛之武退秦师》教学设计知乎篇四

1、了解《左传》的有关知识以及在中国文学史上的地位。

2、掌握基本的文言知识,提高文言阅读的能力。

3、整体把握文章结构,理清思路,根据文意背诵课文。

4、赏析人物形象和写作技巧,学习古人在国难当头时,不计个人得失、顾全大局的爱国主义精神。

1、朗读法。自始至终以朗读为教学的手段和依据,运用多种形式朗读,教师诵读、学生自读、学生领读等,力求做到熟读成诵。

2、问题导读法。教学过程中,以设置问题的方式,让学生在回答问题的同时,把握文章内容,掌握学习的重点、难点。力求以问带讲,以答带读,充分调动学生的积极性,启发学生思维,使其善于动脑,敢于发言。

1、重点理解“贰、军、辞、鄙、陪、敢、济、肆、阙、与”10个词语。

2、学习古人在国难当头时,不计个人得失、顾全大局的爱国主义精神。

领会和学习烛之武的劝说艺术。

1.、导入

联系初中所学《曹刿论战》,学生介绍《左传》,教师补充材料,《左传》的有关知识以及在中国文学史上的地位。

2.、整体把握

(1)解题:理解题意,你会想到那些信息?

(2)介绍时代背景:本文选自《左传》僖公三十年。主要是记述公元前630年郑国烛之武利用秦、晋矛盾,向秦伯分析了当前的形势,采取分化瓦解的办法,说明了保存郑国对秦有利,灭掉郑国对秦不利的道理,终于说服了秦伯。秦伯不但撤走了围郑的秦军,反而派兵保卫郑国,迫使晋国不得不撤兵,从而消除了郑国的危机。烛之武临危受命,不避艰险,只身说服秦君,解除国难,表现了他深明大义和捍卫国家主权的使命感,以及机智善辩的外交才能。

3.课堂教学

第一步,初读课文,疏通字词。

(1)选一名学生读课文,要求读准字音,读清句读。再选一名学生评论优缺点,概括你所听懂的故事。

齐读课文。

(2)学生自读课文,读清节奏,读清句读。对照注释,结合上下文疏通文意,圈画词句疑难点。提出疑难字词。

第二步,内容研读(在学生充分阅读课文的基础上,设计问题串连全文,并适时的采用不同形式让学生诵读文章。学生在思考的同时加强讨论与交流,把握课文内容。)

(1)学生齐读第一段,思考:烛之武在什么情况下“退秦师”的?为什么攻郑?

提示:秦晋围郑,郑国危如累卵。联系时代背景,这一段25个字介绍了哪些内容?找出重点词:贰、军、于

(2)一学生领读第二段,找出重点词句如“辞” “之”“然郑亡,子亦有不利已”。

讨论:烛之武是怎样出场的?这一段对表现人物以及在文章中有什么作用?

提示:此段为侧面烘托人物形象。佚之狐的推荐,道出了烛之武卓越超群的外交才能,使主人公未出场时,就引起了读者极大的关注。

(3)由男生齐读第三段。

本段字词较多,要求翻译课文,解决字词障碍。如“若亡郑而有益于君,敢以烦执事” 鄙、陪、敢、济、肆、阙

全体同学考虑:烛之武是如何说服秦伯退兵的?

提示:说辞仅125个字,却不卑不亢,既不刺激对方,又不失本国尊严地道出了秦、晋联盟的虚伪,亡郑对秦的不利,晋国的贪得无厌和背信弃义,委婉曲折,面面俱到,从地理到历史,步步深入主题,句句打动对方,不愧是一段非常漂亮的外交辞令。

(智)退:利用矛盾,施攻心术,动之以利,晓之以理。

(勇)退:烛之武关键时刻深明大义,不计得失,舍小存大,顾全大局,挺身而出,夜缒而出,知难而上,义无反顾。

(巧)退:既有运筹帷幄、了然于胸之计谋,又有巧舍如簧、字字千均之言辞。

可看出烛之武是一个怎样的人?a.深明大义的爱国志士。 b.知难而上,义无返顾的勇士。 c.口若悬河,巧言善辩的辩士。

(4)学生齐读第四段,解决字词如“与” “微夫人之力不及此”。

讨论:晋侯在秦军撤退时为什么不乘机袭击秦军?本段对故事情节的发展有何作用?

提示:主要考虑到“仁”“知”“武”的道理。

4.精读课文,体会课文叙事特点

(1)伏笔与照应:这篇课文虽短,但在叙述故事时,却能够处处注意伏笔与照应。例如,在交代秦、晋围郑的原因时,说是“以其无礼于晋,且贰于楚也”,说明秦、郑并没有多大的矛盾冲突。“晋军函陵,秦军氾南”,为下文烛之武“夜缒而出”,出使并说退秦军埋下了伏笔。“夜缒而出”照应了开头的“秦、晋围郑”,“国危矣”。“许君焦、瑕,朝济而夕设版”和“微夫人之力不及此”,又照应了上文秦、晋虽是联合行动,但貌合神离,既没有驻扎在一起,彼此的行动也不需要通知对方,这就为秦、郑联盟提供了条件。

(2)波澜起伏:这篇课文充满了波澜,显得生动活泼。如,大军压境,郑国危在旦夕,不禁让人捏着一把汗,而佚之狐的推荐,使郑伯看到了一线希望。读者满以为烛之武会顺利出使敌营,挽狂澜于既倒,谁知他却因长期得不到重用而“辞曰”,打起了退堂鼓,使郑国的希望又趋渺茫。郑伯的自责,也增添了文章的戏剧性。再如,秦国退兵后,子犯建议攻打秦军,秦、晋关系顿时又紧张起来。晋公讲了一番“仁”“知”“武”的大道理,才平息了一场虚惊。课文有张有弛,曲折有致,增加了文章的艺术感染力。

(3)详略得当:这篇课文主要是表现烛之武是怎样说退秦师的,所以重点放在烛之武的说辞上。对“退秦师”的前因后果,只作简略交代。在烛之武“夜缒而出”的前后,郑国君臣和百姓是怎样焦急地等待烛之武的消息,秦国君臣又是以怎样的场面和骄横态度接待这位即将亡国的使臣,作者都一字未提,而是集中笔墨塑造烛之武的形象,从而做到繁简得当,层次井然。

5.自主、合作,深入探究

(1)大军兵临城下,郑国危如累卵。受命于危难之际的烛之武,不费一兵一卒,不动一刀一枪,却使秦晋盟散约毁,两支人马自动撤离。烛之武成功地劝说了秦君,凭一己之力,解救了郑国,其劝说的艺术给我们怎样的启示?

提示:主要从烛之武的劝说艺术进行分析总结。烛之武的一段说辞,晓之以利害,动之以感情,言辞巧妙。从中我们可以得到以下启示:尊重他人,站在对方的立场上考虑对方的利害得失等。

(2)人们评在价烛之武时,有的说他是一个“志士”,有的称赞他是一个“勇士”,有人指出他首先是一个“辩士”,也有人说他具备这三种人的特点。请发表一下你的看法。

6.作业

(1)尽量背诵。

(2)归纳文中词性活用、通假、特殊句式等现象。

(3)我国古代著名学者刘勰在《文心雕龙》中曾高度评价口才的作用:“一言之辩,重于九鼎之宝;三寸之舌,强于百万之师。”烛之武退秦师再次印证了“舌头”在战争中的巨大作用──外交是第二战场。对此,你感受如何?请联系你所了解的史料写一段文字,不少于300字,题目自拟。提示:可以结合史料从“口才”的作用等角度入手,阐述自己对“口才”的认识。具体史料可以联想到毛遂义正词严,说服楚王与赵国缔约;蔺相如用三寸之舌,捍卫了赵王的尊严;诸葛亮舌战群儒等。

秦晋围郑 秦晋退兵

五 越晋难治 妙

论 亡郑利晋 语

救 舍郑利秦 退

郑 晋人无信 秦

国 晋人无厌 师

《烛之武退秦师》教学设计知乎篇五

1、由于学习文言文要付出比现代文更多的认识努力,因此通常同学们对文言文大都敬而远之。调查显示,多数同学都不大了解所学文言文的内涵,不了解那些隐藏在陌生语言下面的更深层次的人类的智慧,笔者力求引导学生走进文言文这个丰富多彩的世界。《烛之武退秦师》一文中说辞语言十分精彩,人物形象也栩栩如生,引导学生意识到这一点,就可能给他们留下深刻的印象,从而逐步改变其对文言文的看法,培养起对文言文的阅读兴趣。

2、《烛之武退秦师》的故事背景对同学们来说非常陌生,可以让学生亲自查找资料,从而培养学生的收集筛选材料的能力和自读能力。

3、学生是课堂的主体,老师只是一个引导者,把课堂还给学生是很必要的,所以教学过程中,更多是学生的小组讨论,教师适当的给以点拨,这样既发挥了学生的主体作用,也培养了学生交流协作的能力。

4、诵读是语文教学中一种重要的手段,在文言文中的作用尤其不可低估,所以本堂课自始自终以诵读为教学手段和依据,在诵读中赏析课文、分析人物。

5、生活即语文,语文即生活。语文课堂应与社会生活紧密相连,因此结尾设计讨论发言就是让学生乐于探讨并且有话可说,学有所得,并能学以致用。

6、背诵一直是学生一个头疼的问题,所以笔者尽量在课堂上引导学生背诵课文,减轻学生的负担,增强学生的文言文学习兴趣。

1、了解《左传》这部编年体史书的基本情况及其在中国文学史上的地位。

2、在诵读过程中,培养学生阅读和理解文言文的能力。

3、理解和掌握文中常见的文言实词和虚词的`意义和用法。

4、领会和学习本文详略得当、波澜起伏、善用伏笔和照应的写作技巧。

5、学习古人国难当头,不计个人安危得失,顾全大局的爱国主义精神。

理解和掌握文中常见的文言实词和虚词的意义和用法。

领会和学习本文详略得当、波澜起伏、善用伏笔和照应的写作技巧。

3课时。

生朗读预习→师范读→生朗读梳理→师引导生朗读赏析→生朗读巩固→师引导生朗读背诵

〖教学要点

1、了解《左传》的基本情况及其在中国文学史上的地位。

2、了解与本文内容相关的历史史实。

3、诵读课文、整体感知,正音,借助注释梳通文章。

〖教学过程

一、导入

1、1995年,著名科学家钱学森冲破重重阻挠回国,当时美国的海军处长金波尔说:“我宁可把这家伙枪毙了,也不让他离开美国,无论他在哪里,都抵得上五个师。”这个故事可谓是“一夫敌百万之师”的现代版。其实,在中国历史上曾有过无数这样的人物:张仪、苏秦、诸葛亮。今天我们将去拜访他们的“祖师”,请同学们翻到《烛之武退秦师》。

2、《左传》其书《左传》是我国第一部编年体史书。相传为春秋末年鲁国史官左丘明所作。以《春秋》的记事为纲,以时间先后为序,记叙了上起鲁隐公元年(公元前722年),下迄鲁哀公二十七年(公元前467年),共二百五十五年的历史,详细地记述了春秋时期各国内政外交等大小事实。《左传》突出的特点就是善于描写战争和记述行人辞令,记事条理清楚,叙述精确,详略合宜,委曲简洁;写人简而精,曲而达,婉而有致,人物形象栩栩如生。常常是寥寥几句,就能使读者如见其人,如闻其声。不仅具有极高的史学价值,而且还具有极高的文学价值。为后世叙事散文树立了典范。“传”意为注释,《左传》为给儒家经典《春秋》所作的注释性文字。《左传》也称《左氏春秋》、《春秋左氏传》,与《公羊传》、《谷粱传》合称“春秋三传”。

3、史书体例:

⑴ 通史:不间断地记叙自古及今的历史事件,如《史记》。

⑵ 编年体:以年代为线索编排的有关历史事件,如《左传》。

⑶ 国别体:以国家为单位分别记叙的历史,如《战国策》。

⑷ 断代史:记录某一时期或某一朝代的历史,如《汉书》。

⑸ 纪事本末体:以事件为主线,将有关专题材料集中在一起,首创于南宋的袁枢,如袁枢的《通鉴纪事本末》。

⑹ 纪传体:通过记叙人物活动反映历史事件,如《史记》。

4、相关资料:(在课文赏析中涉及到时给学生做补充)

⑴ 秦立晋君公元前651年,晋献公卒,晋国陷入内乱。晋国大夫里克杀了晋献公的庶子夷齐、卓子。并派人迎接公子重耳,重耳不就。后又派人迎接献公次子夷吾,夷吾采纳大臣吕省、卻芮的意见,厚礼贿赂秦国,答应割让晋河东之地予秦。于是秦穆公拥立夷吾为君。

⑵ 惠公背约公元前650年,晋惠公借秦国之力即位后,对割让土地之事非常后悔,就派大臣丕郑赴秦国,以先君之地不得擅许为由食言。

⑶ 重耳过郑公元前637年,晋公子重耳在齐国居五年后,离开齐国。经曹、宋路过郑国。郑国大夫叔瞻劝郑文公要以礼待重耳,郑文公却以“诸侯亡公子过此者众,安可尽礼!”为由,不听叔瞻劝告,对重耳不礼。

⑷ 郑楚结盟公元前632年4月,晋楚争霸中原,战于城濮,楚军大败。晋文公尊周攘夷,成为春秋霸主之一。 当时,郑国处四战之地,无险可据,又自无礼于重耳之后,故背晋助楚,因此,郑文公曾到楚国怂恿楚成王出兵作战。楚败,郑文公内心恐惧,又派大夫子人九到晋国请罪求和。五月,晋侯、郑伯盟于衡雍(今河南原阳西)。晋文公受周天子册命与四方诸侯盟于践土(在衡雍之西),晋文公为盟主,郑参与践土之盟,但晋、郑间的隔阂并未消除。郑既怂恿楚国出兵攻晋,又盟于晋,这就是文中所言“且贰于楚也”之“贰”。《烛之武退秦师》发生在公元前630年,与城濮之战仅隔两年。因此,秦、晋围郑可以说是城濮之战的余波。

二、课文学习

1、师范读课文。

2、生自由诵读课文。(注意字音、停顿。)

3、生齐读课文。(师点拨字音、停顿。)

4、生结合课文注释初步梳理课文。(边轻声朗读,边梳理)

〖教学要点

1、在诵读中理解赏析课文。(前2段)

2、领会和学习本文详略得当、波澜起伏、善用伏笔和照应的写作技巧。

3、理解和掌握文中常见的文言实词和虚词的意义和用法。

〖教学过程

一、整体感知

1、生概述本文的故事。(1~2名学生用自己的话讲述,师引导大家概述。)

2、学生分小组讨论归纳各段段落大意。(用四字短语概括)每组选代表发言,师引导大家筛选归纳:

第1段:秦晋围郑。

第2段:临危受命。

第3段:智退秦师。

第4段:晋师撤离。

二、课文赏析

第1段:

1、生齐读第1段。

2、师示范串讲梳理第1段。

(为学生后文的接龙串讲做示范。)

3、留时间学生质疑问难。

(让学生在字词上得到落实。)

4、师引导学生归纳本段知识点:(为后文学生的讨论归纳做示范)贰:从属二主;军:名词活用作动词,驻扎;以其无礼于晋:介词结构后置句,还原后的正常句式应为“以其于晋无礼”。

5、师引导学生串析本段:“晋候、秦伯围郑”阐明形势:兵临城下,形势严峻。“以其无礼于晋,且贰于楚也。”阐明原因:两事均与晋利害相关,与秦关系不大,秦可以争取。“晋军函陵,秦军氾南。”阐述两军驻扎位置:两军分兵驻扎,郑有机会单独与秦接触,为烛说秦埋下伏笔。

6、师引导学生2分钟即兴背诵本段。

第2段:

1、男生齐读本段。

2、女生接龙串析本段。

师点拨:

⑴ “佚之狐言于……师必退。”

① 形象刻画烛之武的形象,未见其人,先闻其名(声)(即“才”)。

② 在此也可窥见佚之狐知人善任的一面。

③ 还可窥见郑伯善纳谏的一面。

⑵ 辞曰:“臣之壮……也已。”进一步刻画烛之武的形象,是一位满腹才华,却未能被重用的大臣,人物形象更鲜活。

⑶ 公曰:“……”许之。

① 郑伯首先自责,体现了明君风范,然后以国家利益、形势与个人利益的透彻分析感动了烛之武,可谓善于做思想工作。

② 烛之武最终应允,决定以国家利益为重,只身去见秦伯,体现了他深明大义的一面。

④ 生质疑问难,师点拨引导学生解决问题。

⑷ 学生讨论归纳本段知识点:“已”:通“矣”,句末语气助词;佚之狐言于郑伯曰:介词结构后置句,还原后的正常句式应为“佚之狐于郑伯言曰”;辞曰:省略句,补充完整后为“(烛之武)辞曰”;是寡人之过也:判断句,“也”字表判断。

⑸ 师引导学生用5分钟即兴背诵本段。

〖教学要点

1、在诵读中理解课文。(后2段)

2、领会和学习本文详略得当、波澜起伏、善用伏笔和照应的写作技巧。

3、体会烛之武的游说技巧。

4、理解和掌握文中常见的文言实词和虚词的意义和用法。

5、分析各人物的形象。

〖教学过程

一、课文赏析

第3段:

1、一生范读本段。

2、生借助注释细细梳理本段。(因为本段集中刻画了烛的形象、表现出其高超的游说技巧,所以让学生细细品味)

3、生接龙串析本段:

师点拨:

⑴ “夜……秦伯”:说明形势危急,烛不畏危险。

⑵ 烛说秦伯运用了高超的攻心术:第一步,欲扬先抑,以退为进。(坦言知亡,避其锐气:郑既知亡矣。)第二步,阐明利害,动摇秦君。(亡郑只对晋有利:邻之厚,君之薄也。)第三步,替秦着想,以利相诱。(舍郑会对秦有益:君亦无所害。)第四步,引史为例,挑拨秦晋。(君之所知也。)第五步,推测未来,劝秦谨慎。(唯君图之。)

⑶ 秦……乃还:秦权衡利害,决定退兵,但却派人留守要塞,体现其老奸巨猾的一面。

4、生质疑问难,师点拨引导学生解决问题。

5、学生同桌讨论归纳,师引导学生归纳本段知识点:亡:动词的使动用法;利:形容词的使动用法;阙:形容词的使动用法;鄙:名词的意动用法;封:名词的意动用法;厚:形容词活用为动词;薄:形容词活用为动词;乏困:形容词活用为动词;东:名词活用做状语;陪:通假字,通“倍”;共:通假字,通“供”;厌:通假字,通“餍”;说:通假字,通“悦”;阙:通假字,通“缺”或“掘”;以为:古今异义词,古意:把……当作;今意:认为。行李:古今异义词,古意:出使的人;今意:出行时带的包裹。东道主:古今异义词,古意:东方道路上的主人;今意:请客的主人。乏困:古今异义词,古意:缺乏的东西;今意:精神不好。何厌之有:宾语前置句,还原后应为:有何厌。若亡郑而有益于君:介词结构后置,还原后应为:若亡郑而于君有益。

6、师引导学生结合烛的游说步骤即兴背诵本段。

第四段:

1、女生齐读本段。

2、男生接龙串析本段。

师点拨:

晋文公以“不仁”、“不知”、“不武”的理由退兵,看似冠冕堂皇,其实,“不仁”只是一个借口,如果真讲“仁义”,当初就不会发兵攻郑。“不知”是实质,“知”是理智,是对现实情况的客观分析,是对动武后果的冷静判断。“不武”是因为胜负之数,难以预料。所以,说到底,晋的退兵,是“利”字使然。

3、学生讨论归纳本段知识点:敝:形容词活用为动词;知:通假字,通“智”。夫人:古今异义词,古意:那个人;今意:成年男子的配偶。去:古今异义词,古意:离开;今意:到,往。因人之力而敝之,不仁:判断句。

4、师引导学生即兴背诵本段。

二、人物形象分析

由学生分小组讨论后发言,师引导学生归纳:

1、烛之武:

⑴ 深明大义的爱国志士。

⑵ 知难而上,义无返顾的勇士。

⑶ 口若悬河,巧言善辩的辩士。

2、郑伯:

⑴ 善于纳谏。

⑵ 勇于自责。

⑶ 善于言辩。

3、秦伯:贪婪,自私,不讲信用,见利忘义。

4、晋文公:贪婪,但理智,能隐忍不拔,随机应变,审时度势,雄才大略。

5、佚之狐:慧眼识才的伯乐。

三、本文的写作特色

师引导学生讨论后归纳:

1、伏笔与照应。

2、波澜不惊。

3、详略得当。

四、生小组讨论后谈学习本课后的启发

分两种层面来展开:

1、本文给我们的启示。

2、结合当今国际国内形势(比如:世贸谈判、朝核问题……)

【附】

1、秦晋围郑形势图:

2、板书

秦晋围郑

烛 临危受命

之 智退秦师

武 第一步、欲扬先抑以退为进退

退 第二步、阐明利害动摇秦君秦

秦 第三步、替秦着想以利相诱师

师 第四步、引史为例挑拨秦晋

第五步、推测未来劝秦谨慎

晋师撤离

一位伟人曾说过“不会善待自己民族文化遗产的民族是一个没有前途的民族”。史书典籍是一个民族传统文化的重要载体,所以读史书就是去了解继承我们民族的文化。《全日制普通高级中学语文教学大纲》也明确提到“全面提高学生的语文素养”,“弘扬中华优秀文化”,“吸收人类进步文化”。并且也明确要求高中语文教学应让学生“具备初步地阅读浅易文言文的能力”,在“教学内容和要求”中也明确规定“诵读古典诗词和浅易文言文,背诵一定数量的名篇。掌握课文中常见的文言文实词、文言虚词和文言句式,能理解词句含义,读懂课文,学习用现代观念审视作品的内容和思想倾向”。所以培养学生对文言文的学习兴趣是非常必要的。初中的文言文教学主要停留在读读背背的层面上,而这是高中的第一篇文言文,所以更加注重学生文言文阅读习惯的培养,引导学生用现代观念来审视作品的内容和思想倾向,从而达到学以致用的目的。本教案在设计过程中还原学生的主体地位,就是为了让学生与课文达到零距离的接触与交流,从而让学生认识到文言文学习落脚点。进一步达到学有所获,变“老师强迫我学”为“我想去学”、“我要去学”。这篇课文的教学过程中,实现了学生、教师角色的还原转化,所以在老师的导演下,学生积极主动地投入到了文言文的学习过程来,学生普遍觉得在热烈轻松地讨论氛围中收获不小,并且第一次感到原来古文还可以让自己学到很多在现实生活中实用的一些知识和道理。这几堂课上下来,笔者觉得充分调动了学生的积极性,让学生找到了学习文言文的趣味所在,也让学生基本摸清了文言文学习的方法和规律,可以说预期的目的基本达到。但是,在教学的过程中发现还是有一些地方还需改进,首先就是学生不知道学习文言文的重心,所以刚开始让学生起来赏析时,开始几乎是在概述故事,后经过点拨才基本明白;其次,学生对文言文的知识点概念模糊,所以在开始归纳知识点时显得有些不知所措;第三,在谈启发时,学生开始时也有些茫然,有些不知从何入手,后经引导才明白。这些都说明面对新的学生,必须作好学生的情况了解,在备课中切实做到“备《大纲》、备教材、备学生”。

《烛之武退秦师》教学设计知乎篇六

1、掌握《左传》的体例和特点。

2、概括全文内容,归纳词类活用、古今异义、通假字、文言特殊句式等。

3、学习烛之武急国家之急、公而忘私和郑伯引咎自责的优秀品质。

1、培养学生阅读文言文的能力,积累文言词语的用法,掌握特殊的语法现象。

2、结合时代背景,理解课文的思想内容和主要人物的性格特征。

对古今异义词、被动句的掌握。

在《三国演义》中,有这样一则情形,不知大家还记得否?

如血残阳下,有一位衣着灰褐色战袍,胯下一匹膘壮大马、手持丈八蛇矛的武将立于长板坡当阳桥头,但见他髭须倒竖,怒目圆睁,厉声喝道:“燕人张翼德在此,谁来与我决一死战?”再看对面,满山遍野,旗帜遮天,阵前一面书有斗大的“曹”字的战旗正迎风招展。原来是曹操的军队列阵在此。但见对面那些战旗被武将的断喝乱了分寸,出现了一片慌乱。武将又大喝:“张翼德在此,谁与我决一死战?”对面曹军的后阵竟出现了混乱。武将见此,又大喊:“战又不战,退又不退,却又如何?”话音未落,只见曹军中有一战将(夏侯杰)坠于马下,百万曹军如退潮的海水般“哗”地退后十几里。请问这个军官是谁?

张飞!桃园三结义之一的张飞!对,就是张飞。他在我们的印象中是一个武夫的形象,喝退百万雄师,倒也不足为奇。今天我们来认识一位文人,看他是如何在温言细语中退却百万雄师,使自己的国家免于覆亡的厄运的。

1、了解《左传》

《左传》是我国第一部叙事详细的编年体史书,作者左丘明。它记叙了东周前期240多年的历史、经济、军事、外交等方面的内容,既具有研究先秦历史的史料价值,又有很高的文学价值。《左传》突出的特点就是善于描写战争和记述行人辞令,记事条理,详略合宜;写人简而精,曲而达,婉而有致,人物形象栩栩如生。常常是寥寥几句,就能使读者如见其人,如闻其声。

2、《春秋》三传

《左传》全称是《春秋左氏传》,又名《左氏春秋》。传zhuàn,解说义,由此看出,《左传》是对孔子编着的《春秋》的诠释、解说。另外还有两本书也是对《春秋》的阐发——《春秋公羊传》、《春秋谷梁传》。因此我们把这三本书叫做“《春秋》三传”。

1、秦晋为何围郑?(用原文回答)开篇交待这些有何作用?

说明这次围郑主要是晋国想报复郑国,从而扩大其势力;而秦、郑之间并没有直接的利害冲突,且两国军队分地驻扎,这就为下文烛之武成功地离间秦、晋提供了条件,为下文的展开埋下了伏笔。

2、文章写烛之武在使命面前,先“僻”后“受”,有什么作用?

这段文字看似闲笔,却有重要作用:一是交代了烛之武的境况,是一个不被重用的老臣。二是委婉地批评郑伯不能用人,但在关键时刻,作为国君尚能接受规谏,诚恳负责,勇于自责。三是点明烛之武深明大义,以解国难为重。这一内容粗线条地勾勒出烛之武的形象,为下文写他奔赴国难的义勇精神作了必要的铺垫。

3、郑伯是怎样说服烛之武使秦的?(用原文语句回答)

4、烛之武是怎样说服秦伯退兵的?(用原文语句回答并作分析)

(1)以退为进;(2)晓之以弊;(3)许之以利;(4)巧施离间。

5、郑伯说服烛之武使秦和烛之武说服秦伯退兵有何异同?

同:都从对方的切身利益出发。

异:郑 伯:直截了当 烛之武:迂回曲折

6、晋文公为何不愿攻秦?(用原文语句回答)

从本题和第4题可以看出春秋时期诸侯争霸有何特点?这对你有何启示?

提示:

(1)略

(2)都以本国利益为中心。

(3)从中可以看出,国与国之间没有永恒的朋友,也没有永恒的仇敌,只有永恒的利益。古代如此,现代亦然。

7、晋文公最后以“不仁”“不知”“不武”三条理由退兵,你怎样看待晋文公的退兵?

其实,“不仁”只是一个冠冕堂皇的借口,如果真讲“仁义”,当初就不会发兵攻郑。“不知”才是实质。“知”通“智”,这个“智”,是理智,就是对现实情况的客观分析,对动武后果的冷静判断。“以乱易整,不武”,胜负之数,难以意料。晋的退兵,说到底,也是一个“利”字起作用。

8、拓展激趣:

一九五五年,着名科学家钱学森冲破重重阻挠回国,当时美国的海军处长金波尔说:“我宁可把这家伙枪毙了,也不让他离开美国,无论他在哪里,都抵得上五个师。”一个人的力量真的能抵得上五个师吗?今天我们学习了《烛之武退秦师》一课,相信同学们会明白这个问题的答案的。

9、阶段小结:

秦晋围郑,郑危在旦夕,“若使烛之武见秦君,师必退”,佚之狐的力荐可谓慧眼识英雄。烛之武临危受命,夜缒而出,智说秦君,秦穆公心悦诚服,秦军乃还。晋文公面对风雨突变,亦毅然去之。郑国终于转危为安。

全文处处注意伏笔照应,故事情节波澜起伏,繁简得当,有始有终,层次井然,烛之武的智勇及强烈的爱国主义精神溢于字里行间。

1、烛之武是本文的中心人物,请结合原文语句分析这一艺术形象。

明确:爱国,睿智超群,能言善辩。

在国家危难面前,烛之武深明大义、义无返顾;在强秦面前,烛之武不卑不亢,能言善辩,聪慧机智。他的不计个人得失,处处为郑国安危着想的爱国主义精神,他的义无返顾赴敌营的信心和勇气都值得我们学习。

2、烛之武是如何巧退秦师的?

先讨秦欢心——以退为进;陈亡郑利晋——以害动秦;

主存郑利秦——以利诱秦;责晋贪不义——大功告成。

本文写的是郑国在秦兵直逼城下的危急形势下一次成功的外交活动。烛之武这位出色的“外交家”在见到秦穆公之后,既非据理质问,又不苦苦哀求,而是以超此事件之外的姿态,动之以“利”,晓之以“理”,终于使趋“利”而来的秦兵,不仅立即避患而“退”,还反过来“与郑人盟”,派军队留守郑国,帮助郑国抗晋。

秦国为什么要行军千里,与晋国合打郑国呢?理由很简单:为了一个“利”字。既然秦国是为“利”而来,那么,烛之武便迎合其心理,从为秦国利益着想的角度,力劝秦国退兵,点醒了利令智昏的秦国国君。

第一,“亡郑”于秦无利可图。“越国以鄙远,君知其难也。”秦在西,郑在东,中间隔着晋国,秦要跨越晋国,把郑国的土地纳入自己的版图,作为自己的边邑,这是很难办到的。“亡郑”之后,郑国的土地不为秦所得,反为晋所有,结果是“邻之厚,君之薄也”,从而提醒秦国不可“亡郑以陪邻”。

第二,“舍郑”于秦可得实惠。“若舍郑以为东道主,行李之往来,共其乏困,君亦无所害。”“舍郑”,就是放弃攻打,不灭郑。这是烛之武从正面向秦穆公提出的建议。郑国在秦国的东方,以此可作为“东道主”,那么秦国使者往来,遇到资粮不足,郑国便可尽地主之谊,给予供给,让秦有利可图,得到实惠,这有什么不好呢?

第三,晋君不可信。20年前,晋公子夷吾流亡时期,秦穆公接夷吾入秦,然后帮助他返回晋国做了国君,即晋惠公,所以说,“君尝为晋君赐矣”。当时,夷吾曾把晋的焦、瑕二邑许给秦国,作为酬谢。但他早上渡过黄河回国,晚上就设版筑城,修建工事,与秦国对抗。晋君如此忘德背信,如若与之共事,决不可能共享其成,利益均分。

第四,损秦利晋不可为。晋君欲壑难填,已经在东边向郑国开

拓土地,又要恣意向西边开拓,“若不阙秦”到那里取利呢?从而提醒秦君不要做“损秦以利晋”的蠢事。

春秋无义战。烛之武在“利”字上做足了文章,既瓦解了秦晋联盟,说退秦师,又保全了郑国的利益。

(一)古今异义词

(1)行李: 古义:出使的人 今义:出门带的包裹

(2)夫人: 古义:那人 今义:妻子的尊称

(3)以为: 古义:把…作为 今义:认为

(4)东道主: 古义:东方道路上的主人 今义:请客的主人

(5)去: 古义:离开,距离 今义:与“来”相对的动作

(二)词类活用

(1)晋军函陵 军,名词活用作动词,驻扎

(2)既东封郑 东,名词作状语,在东边;封,使动用法,使…成为边疆

(3)越国以鄙远 鄙,名词的意动用法,以…作为边疆,把…作为边境

(4)与郑人盟 盟,名词活用作动词,订立盟约

(5)退秦师 退,动词的使动用法,使…撤军、退兵

(6)阙秦以利晋 利,名词的使动用法,使…得到好处

(7)越国以鄙远 远,形容词活用作名词,偏远的地方

(8)若不阙秦 阙,动词的使动用法,使…亏缺

(9)肆其西封 肆,形作动词,扩张

(10)因人之力而敝之 敝,形作动词,损害

(11)若亡郑而有益于君 亡,使动用法,使…灭亡

(三)特殊句式

1、状语后置句:

①以其无礼于晋 于晋无礼 ②若亡郑而有益于君 于君有益

③且贰于楚也 且于楚贰也 ④佚之狐言于郑伯 于郑伯言

2、宾语前置句:

①何厌之有? ②有何厌?

3、省略句:

①晋军函陵 晋军(于)函陵

②敢以烦执事 敢以(之)烦执事

③辞曰:臣之壮也 (烛之武)辞曰

1、课文虽短,但在叙述故事时,却能够处处注意伏笔与照应。

文章注意伏笔与照应的地方较多,如:

①在交代秦晋围郑的原因时,说是“以其无礼于晋,且贰于楚也”,说明秦、郑并没有多大的矛盾冲突,这就为下文烛之武说退秦师埋下了伏笔。

②“夜缒而出”,照应了开头的“秦晋围郑”,“国危矣”的有关内容。

③“许君焦、瑕,朝济而夕设版”和“微夫人之力不及此”又照应了上文秦、晋虽是联合行动,但貌合神离,既没有驻扎在一起,彼此的行动也不需要通知对方,这就为秦、郑联盟提供了条件。

2、本文叙事波澜起伏,请结合课文,谈谈这样写具有怎样的艺术效果。

文章开头写大军压境,郑国危在旦夕,不禁让人捏着一把汗;而佚之狐的推荐,使郑伯看到了一线希望。读者以为烛之武会顺利出使敌营,挽狂澜于既倒,谁知他却因长期得不到重用而“辞曰”,打起了退堂鼓,使郑国的希望由此渺茫。而郑伯的自责,又使故事有了转机,增添了戏剧性。再如,秦国退兵后,子犯建议攻打秦军,秦晋关系顿时又紧张起来。晋文公讲了一番“仁”“知”“武”的大道理,才平息了一场虚惊。

课文就是这样有张有弛,曲折有致,生动活泼,颇具感染力。

3、叙写战争是《左传》所长,应对辞令也是《左传》中富有文学意味的一部分。

春秋时期,诸侯国往来频繁,使臣是否善于辞令,不但关系到个人的荣辱,而且关系到国家安危。本文是记述、表现辞令的名篇,全部说辞仅125字,却从四个不同角度,纵横捭阖,将利害得失剖析得淋漓尽致。烛之武紧紧抓住秦穆公对晋人的戒备心理,从亡郑以陪邻,层层推进,一直说到阙秦以利晋,始终围绕着秦晋间的利害冲突展开攻心战。虽是竭尽挑拨离间之能事,却句句在理,字字动心,绝无故弄玄虚、危言耸听之嫌。

小结:组织严密,曲折有致,首尾呼应。

1、归纳本课的文言文知识。

2、课后练习第二、三题。

烛 之 武 退 秦 师

《左 传》

一、秦、晋围郑,点明原因,为下文作铺垫。

佚之狐举荐贤人

二、烛之武临危授命 烛之武牢骚满腹

郑伯情真自责

一层:欲扬先抑,提出问题

二层:亡郑对晋有利

三、烛之武说退秦师 三层:友郑对秦有利

四层:历史上,晋过河拆桥

现实中,晋贪得无厌

四、晋师撤离郑

《烛之武退秦师》教学设计知乎篇七

本文所记述的是公元前630年秦晋联合攻打郑国前发生的一场外交斗争。此前两年,晋国在城濮之战中曾经大败楚国,成为中原霸主。郑国在战争中曾经出兵帮助楚国,因而结怨于晋,这是晋楚联合围郑的直接原因。

郑国被秦晋两个大国包围,危在旦夕,郑大夫烛之武奉命,去说服秦穆公撤围。他利用秦晋之间的矛盾,采取分化瓦解的办法,说服秦伯撤走围郑军队,并且派兵帮助郑国防守。最后晋军也不得不撤退,从而解除了郑国的危机。本文表现了烛之武以国家利益为重,不计个人恩怨,临危受命,只身说退秦军,维护了国家安全的爱国精神,赞扬他善于利用矛盾,分化瓦解敌人的外交才能。

这是一篇古代记叙散文。这些文章或记政治、外交的风云变换,或记杰出人物的嘉言懿行,都是千古流传的叙事名篇。学习这样的文章,可以从中领略古人的才华和品德,可以欣赏和借鉴叙事的艺术。文言散文特有一种简洁之美,学习时要反复朗读,悉心体会,要提要勾玄的方法,抓住关键词语概述文章的叙事脉络,化简为繁,提高概括能力和表达能力。

1、掌握《左传》的体例、别名和先秦散文的特点。

2、归纳本课词类活用的类型、古今异义字和通假字等。

3、归纳本课出现的文言特殊句式:介宾短语后置句、宾语前置句、判断句。别动句和省略句。

4、欣赏烛之武的言说技巧

5、学习烛之武急国家之急、公而忘私和郑伯引咎自责的优秀品质。

培养学生阅读浅易文言文的能力;掌握实词、虚词等文言知识。

烛之武形象、烛之武的言说技巧。

两课时

1、文言文教学本是语文教学中的难点,学生对文言文有着一定的畏惧心理。应该利用文言文本身的特点使学生有一种文言文不难学的感觉。本文故事情节性较强,人物形象突出,易于理解。因此在学习中加强对文章的内容的理解的训练,提高学生的复述能力。

2、加强朗读训练,培养学生的语感。

第一课时

1、了解有关《左传》的内容

2、把握文章大意,了解文章内容。

对文章内容的把握。

说到战争,我们眼前马上会出现这样的血腥场景,刀光剑影,硝烟弥漫,尸横遍野,血流成河。确实战争是残酷的,战争摧毁文明,战争让人丧失人性。但是有没有办法阻止战争呢?在我国古代就有这么一位凭三寸不烂之舌劝退百万之师,轻松化解一场干戈的人物,他就是烛之武。他的事迹记录在《左传》里,今天我们就来了解他的事迹,学习古文《烛之武退秦师》。

1、了解《左传》

《左传》是我国第一部叙事详细的编年体史书。作者左丘明,记叙了东周前期240多年前的历史,经济、军事、外交等方面的内容,具有研究先秦历史的史料价值,又有很大的文学的价值。《左传》突出的特点就是善于描写战争和记述行人辞令,记事条理清楚,叙述精确,详略合宜,委曲简洁;写人简而精,曲而达,婉而有致,人物形象栩栩如生。常常是寥寥几句,就能使读者如见其人,如闻其声。

2、了解先秦散文概貌

《左传》是一部编年体史著,什么是编年体呢?我们可以从字面意义看其特点。编年体就是按照年代的发展来组织、记叙历史事件的体例。如《春秋》、《资治通鉴》等。先秦历史散文除了编年体外,还有国别体和纪传体两种形式。国别体是区分不同的国家,再按照时间的发展分别叙述历史事件的一种文体。如《国语》、《战国策》等;纪传体是司马迁开创的以记叙人物为主要内容的文体。如《史记》、《汉书》等。

3、《春秋》三传

《左传》全称是《春秋左氏传》,又名《左氏春秋》。传(zhuàn,解说义),由此看出,《左传》是对孔子编著的《春秋》的诠释,解说。另外还有两本书也是对《左传》的阐发《春秋公羊传》、《春秋谷梁传》。因此我们把这三本书叫做“《春秋》三传”。

1、整体感知课文,初步了解内容。

师范读、学生自由读、在预习基础上进一步把握文中的一些字的读音,词的意思。

集中归纳、加强积累。

(1)、理解下列词语的意思,体会古汉语的特点。朝亡厌国戍夕师危鄙赐济封

(2)、几个古今异义的词:贰东道主行李乏困

(3)、词类活用:晋军函陵越国以鄙远朝济夕设版邻之厚,君之薄也。。

2、了解文章内容。

学生根据课后练习一,再读课文,要求先在小组内用自己的话把文章的故事情节复述给组员听,选出讲的最好的一个,与其他组的佼佼者竞争。(学生深入地研习课文,小组内讲故事比赛。通过讲故事这一环节提高学生对文章内容的理解。也为以后学习文言文打下兴趣的基础。)(找两个小组的优胜者讲故事,并对其表现表示赞扬)。

3、梳理情节、概括层意、理清叙事脉络。

全文四段,主要内容概括为:

第一段:秦晋围郑危在旦夕

第二段:深明大义临危受命

第三段:机智善辩说退秦师

第四段:迫晋退兵化解危局

这节课我们对先秦的历史散文有了一个大致的了解,并初步接触了课文内容,知道郑国的国家命运危在旦夕,郑国到底能不能化险为夷,脱离险境呢?我们下节课再细分解。

1、熟读课文,争取背诵。

2、完成课后练习三、四

烛之武退秦师

《左传》第一部叙事详细编年体

《春秋》三传《公羊传》国别体

《谷梁传》纪传体

《烛之武退秦师》教学设计知乎篇八

教学要求:

1.掌握若、说、辞、鄙、微、之六个文言词的用法。

2.在理解字词句的基础上读懂课文,并体会其写作特点及烛之武说秦的语言艺术。

3.熟读并背诵全文。

教学重点:

课文第三段即说秦部分。

教学难点:

体会人物对话的语气及特点。

教学课型:

讲读课

教学时数:

三课时。

教学过程:

第一课时

初读课文和讲读第一、二段。

教学步骤:

一、引入课题和释题(5分钟)

1.标题重点释“退”和“师”两个词,然后理解标题的含义。

2.简介《左传》。这可让学生自己完成,师只作扼要的补充。

二、展示并简释教学要求。(5分钟)

三、初读全文,处理生字读音,试析文章的结构和层次。(4分钟)

原则上计划由教师完成,也可视具体情况抽学生来完成。

四、讲读第一段(10分钟)

1.抽生朗读本段,注意生字词读音。

2.讲析本段

译释由学生完成,师只作扼要补纠和简要分析。分析内容包括伏笔手法和语句深意,全段作用。

3.让学生齐读全段。

4.处理练习一之中的第1小题,要求学生试译回答,然后指导学生背诵本段。

五、讲读第二段(15分钟)

1.抽生朗读本段,注意生字词读音。

2.讲析本段

① 重点讲析三个文言词“若”、“之”、“辞”的用法和人物对话。

② 字词句的理解仍然注意发挥学生的能动性,让他们完成为主,师纠补为辅。对要求掌握的三个文言词的用法要板书列于黑板上,对话部分要让学生试作语气练习。

③ 小结的内容包括情节的曲折性、写法的详略和表达的特点。

3.生齐读本段,然后处理相关练习。

4.指导学生背诵本段。

六、指导并检查学生背诵这两段。(3分钟)

七、指导学生预习后面的两段。(3分钟)

方法是读熟和背诵(包括生字词读音的认定)

(下课)

第二课时

讲读课文第三、四段。

教学步骤:

一、复习导入(5分钟)

1.检查前两段的背诵情况及对内容的理解。2.检查三个文言词的用法。3.检查三、四段的通读情况。

二、讲读第三段(25分钟)

1.讲读重点包括“说”、“鄙”、“之”三个文言词的用法和关键语句的语气及特点。难点是说辞的语言艺术性。

2.语句的疏通仍以学生为主,教师为辅,重点部分的教学方法同前课时。说辞的艺术性借助于层次的划分去理解。讲析完毕注意让学生齐读全段。

3.处理课后相关练习,方法同前。

4.布置学生试背本段。

三、讲读第四段(10分钟)

1.抽生读文。

2.讲析方法

基本方法同前,注意强调“微”和“之”的用法。分析重在晋文公话语的结构特点。切莫忘末尾要齐读本段。

3.背诵本段。

4.处理课后练习一(4)

四、小结全文(5分钟)

1.写作特点

① 结构线索:单线,时间为序。

② 写法:详略分明,详写说辞,略写情节。

③ 表达:语言(对话)描写为主。

2.文言文的学习方法的指导

① 熟读成诵。② 直译为主,意译为辅。

(下课)

附:板书设计

说退 军队

↑ ↑

13烛之武退秦师 《左传》→注释

要求:

1.若、说、辞、鄙、微、之

2.字词句,写作特点、语言艺术。

3.熟读、背诵。

第一课时:若、辞、之第二课时:鄙、微

若鄙

1.(仿佛若有光)似乎、好像 1.(蜀鄙之僧哉)边远的地方

2.(若使……)假如 2.(越国以鄙远)边境

3.(若毒之乎)你 3.(肉食者鄙)浅陋

辞微

1.(辞曰)推辞 1.(则名微而众寡)微小

2.(辞去)告别 2.(微闻有作作索索)暗暗地

3.(不辞劳苦)推托 3.(但微颔之)稍微、略微

4.(微夫人之力不及此)如果没有,如果不是

1.(辍耕之垄上)到、往(谓动)

2.(子犯请击之)他们(秦军)(动后作代) ★释词译词要诀:★译法要诀:

3.(是寡人之过也)的(名前作助) 实词看上下文 直译为主,

4.(臣之壮也)不译(主谓之间) 虚词看语法 意译为辅。

第三课时

朗读、背诵训练和完成课后练习。

教学步骤:

一、指导学生有感情地朗读全文(10分钟)

1.朗读要求:对话的朗读要表现人物的情绪和思想、态度。叙述朗读要体现伏笔和照应这样的写作手法运用上的作用。

2.朗读要逐段进行,要结合课文的练习进行。

二、背诵指导(15分钟)

1.在朗读熟读的基础上进行,还要注意结合对课文内容的理解。

2.注意背诵要讲究方法,长段要分层,特别是要注意容易混淆出错的地方的区别方法,训练要突出重点,力争在课内完成。

三、完成课后练习(15分钟)

1.审题、做题方法的指导。2.注意为答案找理由。

四、师生一起交流总结本课文学习的方法、心得。(5分钟)

师最后作归纳:1.知识要点的学习。2.学习方法的运用。

(下课)

教后记:

1.文言文讲读课教学须强化读背的训练,把教与读和背有机统一起来。

2.文言虚实词的教学要结合文言文的语法知识的教学进行,确保学生知其然又知其所以然,学会方法,掌握其中的规律,直到能够举一反三。

3.教学步骤要简明扼要,安排要有条不紊,特别是要根据教学的重难点和教学内容与规律合理规划和分配好各步骤的教学时间。

《烛之武退秦师》教学设计知乎篇九

第 节

1、培养学生阅读、理解、翻译文言文的能力。

2、理解并把握文中常见的文言实词和虚词的意义和用法。

重点:1、借助语境来推断文言词语的意义。

2、培养学生阅读、理解文言文的能力。

难点:学习文章通过个性化的语言动作来塑造人物形象的方法。

语文教学参考书 鼎尖教案

学讲

教学辅助手段

多 媒 体

专用教室

教学过程设计

二次备课

学生诵读指定的片段,看看谁的诵读最能准确表达感情。诵读时注意句子的整散和长短,内容的层次和逻辑关系。

《烛之武退秦师》中烛之武对秦伯说的一段话。

1、烛之武

人物 性格 事件

郑-----------危在旦夕---------------秦晋围郑

临危受命(义) ↓

烛之武 夜缒而出(勇) 秦军乃还

智说秦伯(智) ↓

转危为安----------------------晋亦去之

明确:

烛之武以国家利益为重,出使秦师,是一个深明大义的爱国志士;两方交战,成败难料。烛之武“夜缒而出”,勇入秦营,他的义无反顾的精神展示了其“勇士”性格;到了秦营之后,面对强敌,不卑不亢,侃侃而谈。在揭露了晋文公过河拆桥、忘恩负义的本质后,又用发展的眼光,引导秦伯认识到晋的贪婪会给秦国带来的危险,最终与郑国结盟。烛之武一字未提郑国的利益,却成功说退秦师,充分展现了他的“辩士”形象。

可见,烛之武是一个深明大义的爱国志士,是一个勇于出使,直入敌营的勇士,更是一个机智善辩的辩士、外交家。

2、秦伯

贪婪,自私,不讲信用,见利忘义。

1、课前5分钟演讲

2、分析人物形象。

小组讨论

个别展示

教学过程设计

二次备课

3、郑伯

(1)善于纳谏----“公从之”

(2)勇于自责------“是寡人之过也”

(3)长于言辩-------“然郑亡,子亦有不利焉”

4、晋文公

贪婪,但理智,能够审时度势,随机应变,具有雄才大略。

三、把握文意 拓展阅读

问题6、解释成语大意,并用以下成语来概括《烛之武退秦师》一文的内容。

【危在旦夕】形容危险即在眼前。

解说:秦晋联军大兵压境,弱小的郑国孤立无援而危于累卵,正像佚之狐所言“国危矣”。

【从谏如流】听从好的建议就像水从高处流下一样顺畅自然,形容乐意接受别人的意见。

解说:郑伯在国家亡危急存亡的时候,没有开门投降,没有匆忙地发布迎战命令,而是听取佚之狐的建议,与名不见经传的烛之武坦诚相见,以自己的诚意打动烛之武,让他去说服秦伯。

【临危受命】在危难之际接受任命。

解说:在国家需要自己时,烛之武不计个人得失,欣然受命,表现出了顾全大局的精神和面对强敌的大智大勇。

【洞若观火】就像黑夜里看火一样,形容观察事物非常清楚。

解说:秦晋两国虽世代互为婚姻,但是两国之间却貌合神离,尤其是秦伯的狐疑两端,这些都让烛之武看得一清二楚。

【以退为进】表面上退却,其实准备进攻的一种战略或战术。

解说:在了解秦伯具有狂妄自大、利令智昏、动摇不定等心理的前提下,烛之武先向秦伯示弱,满足其虚荣心,解除了他的戒备心理,为自己的成功说服扫除了障碍。

【化险为夷】将危险转化为平安。

解说:烛之武知己知彼,因势利导,以利害关系说动了秦伯。秦伯的单方面退兵,使秦晋联盟分崩离析,郑国的倒悬之危终于在烛之武一番细针密线的论说中迎刃而解。

四、 【小结】

在郑国危在旦夕的关键时刻,郑伯从谏如流,委派烛之武去见秦伯。临危受命的烛之武对秦晋两国关系洞若观火,采取以退为进的策略,终于说退秦师,化险为夷。

五、 作业:熟读并背诵课文。

3、分析成语,学会用成语概括文中的内容。

4、将这些成语串成一段话,概括文章内容。

课外作业

教 学 小 结

《烛之武退秦师》教学设计知乎篇十

1、理解和掌握文中常见的文言实词和虚词的意义和用法。

2、了解《左传》这部编年体史书的基本情况及在中国文学史上的地位。

3、能理解课文内容、层次结构和人物形象。

1、理解课文的思想内容,着重讨论烛之武说退秦师的理由。

2、在诵读过程中,培养学生阅读和理解文言文的能力。

情感态度与价值观:学习古人国难当头,不计个人安危得失,顾全大局的爱国主义精神。

教学重点:在掌握字词语句的基础上理解课文内容

教学难点:领会和学习本文详略得当、波澜起伏、善用伏笔和照应的写作技巧。

教学时数:二课时

一、导入新课

二、熟读课文,积累文言知识

1、学生自读注释1,了解《左传》情况。

2、教师范读课文

3、学生自读课文,结合注释,翻译课文,疏通文意。

4、理解重要词语的含义及用法

⑴掌握实词:若、鄙、说、辞、知等虚词:之、以、于等

⑵通假字 无能为也已 已,同“矣”

共其乏困共,同“供”

秦伯说 说,同“悦”

失其所与,不知 知,同“智”

⑶词类活用烛之武退秦师 退,使……撤退

若亡郑而有益于君 亡,使……灭亡

晋军函陵,秦军汜南 军,驻军

越国以鄙远 鄙,当作“邑”

⑷古今异义若舍郑以为东道主 以为,把…作为;东道主,东方道路上的主人

行李之往来 行李,出使的人

微夫人之力不及此 夫人,那人

⑸特殊句式夫晋,何厌之有?宾语前置:“夫晋,有何厌?”

4、翻译语句:臣之壮也,犹不如人;今老矣,无能为也矣。

若郑亡而有益于君,敢以烦执事。

越国以鄙远,君知其难也。焉用亡郑以陪邻?

若舍郑以为东道主,行李之往来,共其乏困,君亦无所害。

微夫人之力不及此。

三、了解烛之武退秦师的相关背景

背景简介:

四、研析课文

1、请大家速读课文,从文中找出秦晋围郑的原因,开篇交待这些有何作用?

明确:

2、提问:郑伯是怎样说服烛之武使秦的?(用原文语句回答)

明确:

3、烛之武是怎样说服秦伯退兵的?(用原文语句回答并作分析)

明确:

4、烛之武的目的达到了没有?何以见得?

(板书:秦晋退兵)

5、速读课文,思考郑伯说服烛之武使秦和烛之武说服秦伯退兵有何异同?

明确:

6、总结烛之武的形象:烛之武是一个深明大义的爱国志士,是一个勇于出使,直入敌营的勇士,是一个机智善辩的外交家。

五、结合课文内容分析本文结构特点

1、提问:全文四个段落,哪些段落详写,哪些略写,这样安排的好处是什么?

明确:

2、找出文章中的伏笔与照应文字,并分析表现效果。

明确:

六、小结:由秦晋围郑,兵临城下,郑国危在旦夕之势,到秦晋退兵、危机解除,总算是有惊无险。但如果烛之武没有过人的胆识,没有非凡的口才,没有缜密的思考,又怎么能使秦穆公化敌为友留军戍守?又怎么能使晋文公偃旗息鼓未敢妄动?正所谓“五论救郑国,妙语退秦师”

七、作业:背诵并翻译课文

八、板书设计:

烛之武退秦师

《左传》

秦晋围郑→秦晋退兵

↑ ↑

五 越晋难治——以退为进

论 亡郑利晋——晓之以弊

救 舍郑利秦——许之以利 妙语退秦师

郑 晋人无信

国 晋人无厌

《烛之武退秦师》教学设计知乎篇十一

1、掌握实词:若、鄙、说、辞、知等,虚词:之、以、于等。了解相关文学常识。

2、能理解课文内容、层次结构和人物形象。

3、背诵课文。

在掌握字词语句的基础上理解课文内容。

以诵读、讨论、练习为主

两课时

投影仪

一:预习要求

1、给生字注音

2、能流畅地诵读课文

(第一教时)

二:导入新课

一九五五年,著名科学家钱学森冲破重重阻挠回国,当时美国的海军处长金波尔说:“我宁可把这家伙枪毙了,也不让他离开美国,无论他在哪里,都抵得上五个师。”一个人的力量能抵得上五个师吗?今天我们要学的《烛之武退秦师》会告诉我们答案。

三:检查预习

1、注音

贰、汜、佚、缒、说、戍、敝、共、逢、阙

2、填空

《左传》是我国第一部体史书,传说是春秋末年所著,由于它是对史书《》所作的传注,所以又称《》,初中我们曾学过其中的《》,出自其中的成语有。

四:诵读课文

1、老师范读

2、学生齐读

3、自由诵读

五:解释字词

1、且贰于楚也

2、晋军函陵

3、师必退

4、今急而求子

5、夜缒而出

6、朝济而夕设版焉

7、既东封郑

8、因人之力而敝之

9、失其所与

10、亦去之

六:翻译语句

1、臣之壮也,犹不如人;今老矣,无能为也矣。

2、若郑亡而有益于君,敢以烦执事。

3、越国以鄙远,君知其难也。焉用亡郑以陪邻?

4、若舍郑以为东道主,行李之往来,共其乏困,君亦无所害。

5、微夫人之力不及此。

七:自主研读

先自己对照注释研读课文,对难解之处相互讨论,然后集中提问,老师解疑。

(布置作业:背诵课文)

(第二课时)

八:理解课文

(先让学生自由诵读课文一到两遍)

1、秦晋为何围郑?(用原文回答)开篇交待这些有何作用?

提示小结:说明这次围郑主要是晋国想报复郑国,从而扩大其势力;而秦郑之间并没有直接的利害冲突,这就为下文烛之武成功地离间秦晋埋下了伏笔。

2、郑伯是怎样说服烛之武使秦的?(用原文语句回答)

3、烛之武是怎样说服秦伯退兵的?(用原文语句回答并作分析)

提示:(1)以退为进;(2)晓之以弊;(3)许之以利;(4)巧施离间。(详见教学论文《浅析<烛之武退秦师>的论辨艺术》

4、郑伯说服烛之武使秦和烛之武说服秦伯退兵有何异同?

同:都从对方的切身利益出发。

异:郑

伯:直截了当

烛之武:迂回曲折

5、晋文公为何不愿攻秦?(用原文语句回答)从本题和第4题可以看出春秋时期诸侯争霸有何特点?这对你有何启示?

提:(1)略

(2)都以本国利益为中心

(3)从中可以看出,国与国之间没有永恒的朋友,也没有永恒的仇敌,只有永恒的利益。古代如此,现代亦然。一九九九年美国轰炸我驻南联盟大使馆,是对我国主权的公然挑衅和侵犯,而我国政府没有感情用事,而是从根本利益出发,通过外交手段来解决这一事端是完全正确的。(此题可引导学生自由讨论,以培养学生的分析能力)

九、结合课文内容分析本文结构特点

提示小结:组织严密,曲折有致,首尾呼应。

十:结合原文语句分析烛之武的形象

提示:爱国,睿智超群,能言善辩。

(以上两个问题可稍作讨论,不必深入探讨。)

十一:自由诵读,检查背诵;完成练习三。

十二:知识积累

1、找出本文中之、于、以的不同用例,并解释,然后再找出以前所学课文中与此相同的例句。

a:臣之壮也,犹不如人

助词,取消句子独立性

b:是寡人之过也

助词,的

c:子犯请击之

代词,指秦军

d:唯君图之

指示代词,这件事

a:虽我之死,有子存焉

b:小大之狱,虽不能察,必以情

c:肉食者谋之,又何间焉

d:曾不能损魁父之丘,如太行、王屋何

2、找出本文和以前所学课文中实词“鄙、若、知、说、辞”的用例,并解释。

先帝不以臣卑鄙

浅陋

鄙:

蜀之鄙有二僧

边境、边邑

肉食者鄙,未能远谋

鄙陋

越国以鄙远

边境、边邑

十三:阅读迁移

孙权袭荆州(公元219年,孙权派吕蒙袭荆州杀关羽),先主(刘备)大怒,欲讨权。云(赵云)谏曰:“国贼是曹操,非孙权也。且先灭魏,则吴自服。操身虽毙,子丕篡盗(窃取帝位),当因(顺应)众心,早图关中(泛指函谷关以西一带),据河(黄河)渭(渭河)上游以讨凶逆(叛逆,指曹魏势力),关东(函谷关以东)义士必裹粮策马以迎王师。不应置(放在一边)魏,先与吴战;兵势一交,不能卒(通‘猝’,很快)解也。”先主不听。

《三国志·蜀书·赵云传》裴松之注

讨论:赵云的话有道理吗?先主为何不听?结果怎样?这对你有何启示?

教学说明:

笔者以为在文言文教学中必须坚持以下三点:一是多读多背,积累一定量的文言材料,增强文言语感;二是抓住字词,新旧联系,建立文言词汇网络;三是坚持以学生为主体,培养其学习的主动性,切忌死填硬灌。本文的教学即如是。

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★ 《烛之武退秦师》教学设计2

《烛之武退秦师》教学设计知乎篇十二

1、由于学习文言文要付出比现代文更多的认识努力,因此通常同学们对文言文大都而远之。调查显示,多数同学都不大了解所学文言文的内涵,不了解那些隐藏在陌生语言下面的更深层次的人类的智慧,笔者力求引导学生走进文言文这个丰富多彩的世界。《烛之武退秦师》一文中说辞语言十分精彩,人物形象也栩栩如生,引导学生认识到这一点,就可能给他们留下深刻的印象,从而逐步改变其对文言文的看法,培养他们对文言文的阅读兴趣。

2、《烛之武退秦师》的故事背景对同学们来说非常陌生,可以让学生亲自查找资料,从而培养学生收集筛选材料的能力和自读能力。

3、学生是课堂的主体,教师只是一个引导者,把课堂还给学生是很必要的,所以教学过程中,更多的是学生的小组讨论,教师适当的给以点拨,这样既发挥了学生的主体作用,也培养了学生交流协作的能力。

4、诵读是语文教学中一种重要的手段,在文言文中的作用尤其不可低估,所以本堂课自始自终以诵读为教学手段和依据,在诵读中赏析课文、分析人物。

5、生活即语文,语文即生活。语文课堂应与社会生活紧密相连,因此结尾设计讨论发言就是让学生乐于探讨并且有话可说,学有所得,并能学以致用。

6、背诵一直是个让学生头疼的问题,所以笔者尽量在课堂上引导学生背诵课文,减轻学生的负担,增强学生的文言文学习兴趣。

(一)知识目标

1、学习本文精彩的人物语言——说理透辟,善于辞令,以及起伏跌宕、生动活泼的情节。

2、掌握文中出现的古汉语常识,注意多义词在不同语境中的不同意义和用法。

(二)能力目标

1、训练学生古文句读能力和概括能力

2、通假字的准确识别运用

(三)情感目标

1、正确认识烛之武在国家危难之际,临危受命,不避险阻,只身说服秦君,维护了国家安全的爱国主义精神。

2、了解烛之武说服秦伯的方法——善于利用矛盾,采取分化瓦解的方法,认识烛之武机智善辩的外交才能。

重点:烛之武的人物形象;波澜起伏,生动活泼的情节;文中常见的文言实词和虚词的意义和用法。

难点:通过学习本课,使学生对《左传》的语言特点有所了解。领会和学习本文详略得当、波澜起伏、善用伏笔和照应的写作技巧。

解决办法:

1、注意与已有知识联系,初中已学过《曹刿论战》,对《左传》有了一些了解,要在此基础上有所拓展。要使学生有意识地关注《左传》在先秦文学史上的地位,并自己参看有关书籍。

2、引导学生通过本课的学习,对《左传》的语言特点有所了解。

课时安排3课时

学生朗读预习→教师范读(或听录音)→生朗读梳理→师引导生朗读赏析→生朗读巩固→师引导生朗读背诵重点段落

第一课时

1、了解《左传》的基本情况及其在中国文学史上的地位。

2、了解与本文内容相关的历史史实。

3、诵读课文、整体感知,正音,借助注释梳通文章。

1、导入

1995年,著名科学家钱学森冲破重重阻挠回国,当时美国的海军处长金波尔说:“我宁可把这家伙枪毙了,也不让他离开美国,无论他在哪里,都抵得上五个师。”这个故事可谓是“一夫敌百万之师”的现代版。其实,在中国历史上曾有过无数这样的人物:张仪、苏秦、诸葛亮。今天我们将去拜访他们的“祖师”,请同学们翻到《烛之武退秦师》。

2、《左传》其书

《左传》是我国第一部编年体史书。相传为春秋末年鲁国史官左丘明所作。以《春秋》的记事为纲,以时间先后为序,记叙了上起鲁隐公元年(公元前722年),下迄鲁哀公二十七年(公元前467年),共二百五十五年的历史,详细地记述了春秋时期各国内政外交等大小事实。《左传》突出的特点就是善于描写战争和记述行人辞令,记事条理清楚,叙述精确,详略合宜,委曲简洁;写人简而精,曲而达,婉而有致,人物形象栩栩如生。常常是寥寥几句,就能使读者如见其人,如闻其声。不仅具有极高的史学价值,而且还具有极高的文学价值。为后世叙事散文树立了典范。“传”意为注释,《左传》即是给儒家经典《春秋》所作的注释。《左传》也称《左氏春秋》、《春秋左氏传》,与《公羊传》、《谷粱传》合称“春秋三传”。

3、史书体例

①通史:不间断地记叙自古及今的历史事件,如《史记》。

②编年体:以年代为线索编排的有关历史事件,如《左传》。

③国别体:以国家为单位分别记叙的历史,如《战国策》。

④断代史:记录某一时期或某一朝代的历史,如《汉书》。

⑤纪事本末体:以事件为主线,将有关专题材料集中在一起,首创于南宋的袁枢,如袁枢的《通鉴纪事本末》。

⑥纪传体:通过记叙人物活动反映历史事件,如《史记》。

4、时代背景

秦、晋围郑发生在公元前630年(僖公三十年)。导致事情发生的原因有两点。其一,郑国曾两次得罪过晋国,一是晋文公当年逃亡跑过郑国时,郑国没有以礼相待。二是公元前632年,晋、楚之战中,郑国出兵助楚国,结果城濮之战以楚国失败告终。后郑国虽然即派人出使晋国,与晋结好,郑伯甚至与晋侯“盈于衡雍”,但最终没有感化晋国。其二,晋秦两国联合围攻郑国,是因为晋秦都要争夺霸权,均需要向外扩张,晋国发动对郑国的战争,自然要寻找这样得力的伙伴,秦晋历史上关系一直很好,所以秦晋联合也就必然了。

5、主要人物介绍

烛之武,是中心人物。虽然“臣之壮也,犹不如人”满腹的委屈和牢骚,但在国难当头,深明大义,以捍卫国家主权的使命感只身赴敌营,以机智善辩的外交才能消除了郑国的危机。不卑不亢,委婉曲折,步步深入,说服了秦伯,具有较强的感染力。

佚之狐,慧眼识英雄的伯乐。“若使烛之武见秦军,师必退”,说明佚之狐对烛之武的外交才能有足够的了解,对郑、秦、晋三国的形势有充分的洞察力和预见性。

郑伯,勇于自责者。当郑国所处危险境地,需烛之武退秦师时,烛之武却流露出“今老矣,无能为也已”的满腹委屈与牢骚。面对此,郑伯先是“是寡人之过也”以自责,从谏如流,情真意切,并欲扬先抑,设想假如郑国灭亡的话,对烛之武也无好处,这种透彻的分析,诚意的表白,终于感动了烛之武,使之临危受命,义无反顾赴敌营。

【知识链接】

烛之武是不是姓烛名之武?

投影显示:介绍古代文化常识——姓名

烛之武——烛表示地名,以邑名为氏。“烛地,名叫武的人”

佚之狐——佚表示地名,以邑名为氏。“佚地,名叫狐的人”

资料:《郑通志氏族略》:“郑人烛之武不得氏,以其居于烛地故,言烛之者,尤言介之推,佚之狐”。

投影显示:古代姓名的由来

1、以祖先祖号或庙号为姓——唐尧虞舜夏商周姬姚姜

2、以国别地名为姓——国别:齐鲁韩赵魏秦楚宋卫

地名:东郭南宫西门欧阳

3、以官职或职务为姓——官职:司马司徒帅尉

职务:巫乐陶屠卜施商

4、以动植物为姓——牛马龙熊(可能是氏族图腾)杨柳

5、以数字为姓——伍陆万

6、少数民族的姓——金翦萨慕容

参考资料:姓氏由来

中国是一个历史悠久、民族众多、人数极大的大国,汉族占绝大多数。客家先民原是中原汉民族。故汉民族的姓氏渊源即包含了客家的姓氏渊源。

姓氏是代表每个人及其家族的一种符号。在今天的社会里,它没有什么意义了。但是,从它的形成、发展、演变的漫长历史过程来看,它却是构成中华民族文化的一个重要内容。

姓氏,是姓和氏的合称。在遥远的古代,这是两个完全不同的概念。古代姓氏起源于人类早期生存的原始部落之中。

姓氏是怎样产生、发展的?这是一门很有趣的学科,涉及到社会学、历史学、语言学、文字学、地理学、民俗学、人口学、地名学等众多社会科学,中国第一部解说方块文字原始形体及字源的文字学专著是《说文解字》。此书作者许慎(约公元58—147年)解释:“姓,人所生也。因生以为姓,从姓生。”这就是说,人是母亲生的,故姓字为女旁。

姓的起源可以追溯到人类原始社会的母系氏族制时期。姓是作为区分氏族的特定标志符号。中国的许多古代姓氏都是女字旁,这说明我们祖先曾经经历过母系氏族社会。各姓氏互相通婚,同姓氏族内禁婚,子女归母亲一方,以母亲为姓。姓的出现是原始人类逐步摆脱蒙昧状态的一个标志。随着社会生产力的发展,母系氏族制度过渡到父系氏族制度,姓改为从父,氏反为女子家族之用。后来,氏族制度逐渐被阶级社会制度所替代,赐土以命氏的治理国家的方法、手段便产生了。氏的出现是人类历史的脚步在迈进阶级社会。姓和氏,是人类进步的两个阶段,是文明的产物。

后来,在春秋战国时期,姓与氏合一,不再区分,表明姓与氏都是姓,表明个人及其家族的符号。这就是我们今天理解的姓氏含义。

现在中国人的姓,大部分是从几千年前代代相传下来的。有人统计,文献记载和现存的共有5600多个。其特点是:源远流长、内容丰富、出处具体。姓氏的形成各有不同的历史过程。同姓不一定是同源,如刘姓就有五处起源。异姓也可能是同出一宗,古、吴两姓本是同源,都是古公先祖的后裔。中国姓氏的来历把姓和氏等同看待,据徐俊元等三位学者研究,大致有这十多种类别:一、以姓为氏。以远古部落氏族的标志符号作为姓,有姬、姜、姚、任、伊等姓。二、以国名为氏。夏、商、周三代,有许多大小诸侯国,各国子孙后代便以国名为姓。有程、房、杜、雷、廖、刁、彭、韦等姓。三、以邑名为氏。帝王及各诸侯国国君分给同姓或异姓卿、大夫的封地叫邑、采邑。卿、大夫的后代或采邑的人,有的便将邑名作为氏。有苏、上官等姓。四、以乡、亭之名为氏。有裴、陆、欧阳等姓。五、以居住地名为氏。有东门、西门,东国大夫童刁的孙子以刁氏传世。周平的庶子,字林开,其子孙以林为姓。七、以次第为氏。按兄弟排行取姓,如老大以伯、孟为姓,老二以仲为姓。老三、老四则分别姓叔、季。八、以官职为姓。有籍、监、库、仓、将军等姓。九、以技艺为姓。从事巫术的人,后代便姓巫。从事冰凌的人,后代以凌为姓,还有卜、陶、匠等姓。十、以谥号为姓。十一、因赐姓、避讳而改姓。十二、爵位称号及爵系为氏。有皇、王、公、侯、王叔、王子、王孙、公子、公孙等姓。十三、古代少数民族融合到汉族中带来的姓。客家先人的姓氏来历,也在上述这十几种范围之内。

6、相关资料(在课文赏析中涉及到时给学生做补充)

(1)秦立晋君

公元前651年,晋献公卒,晋国陷入内乱。晋国大夫里克杀了晋献公的庶子夷齐、卓子。并派人迎接公子重耳,重耳不就。后又派人迎接献公次子夷吾,夷吾采纳大臣吕省、卻芮的意见,厚礼贿赂秦国,答应割让晋河东之地予秦。于是秦穆公拥立夷吾为君。这就是课文中所言“且君尝为晋君赐矣”。“君”即秦穆公,“晋君”即晋惠公,“赐”则指“秦立晋君”之事。

(2)惠公背约

公元前650年,晋惠公借秦国之力即位后,对割让土地之事非常后悔,就派大臣丕郑赴秦国,以先君之地不得擅许为由食言。这就是文中“许君焦、瑕、朝济而夕设版焉”,“君”指秦穆公,“许君焦、瑕”则指公元前651年夷吾答应予秦河东之地一事。秦晋两国之间的关系从此出现了裂痕。

(3)重耳过郑

公元前637年,晋公子重耳在齐国居五年后,离开齐国。经曹、宋路过郑国。郑国大夫叔瞻劝郑文公要以礼待重耳,郑文公却以“诸侯亡公子过此者众,安可尽礼!”为由,不听叔瞻劝告,对重耳不礼。这就是课文中“以其无礼于晋”一事。

(4)郑楚结盟

公元前632年4月,晋楚争霸中原,战于城濮,楚军大败。晋文公尊周攘夷,成为春秋霸主之一。当时,郑国处四战之地,无险可据,又自无礼于重耳之后,故背晋助楚,因此,郑文公曾到楚国怂恿楚成王出兵作战。楚败,郑文公内心恐惧,又派大夫子人九到晋国请罪求和。五月,晋侯、郑伯盟于衡雍(今河南原阳西)。晋文公受周天子册命与四方诸侯盟于践土(在衡雍之西),晋文公为盟主,郑参与践土之盟,但晋、郑间的隔阂并未消除。郑既怂恿楚国出兵攻晋,又盟于晋,这就是文中所言“且贰于楚也”之“贰”。

《烛之武退秦师》发生在公元前630年,与城濮之战仅隔两年。因此,秦、晋围郑可以说是城濮之战的余波。

1、师范读课文(或放录音)。

2、生自由诵读课文。(注意字音、停顿。)

3、生齐读课文。(师点拨字音、停顿。)

4、生结合课文注释初步梳理课文。(边轻声朗读,边梳理。)

第二课时

1、在诵读中理解赏析课文。(前2段)

2、领会和学习本文详略得当、波澜起伏、善用伏笔和照应的写作技巧。

3、理解和掌握文中常见的文言实词和虚词的意义和用法。

1、生概述本文的故事。(1~2名学生用自己的话讲述,师引导大家概述)

2、学生分小组讨论归纳各段段落大意。(用四字短语概括)

每组选代表发言,师引导大家筛选归纳:

第1段:秦晋围郑。

第2段:临危受命。

第3段:智退秦师。

第4段:晋师撤离。

第1段

第一段讲解:两军布阵“晋军函陵,秦军氾南”

要点:作者交代两军布阵的目的,为下文做铺垫。同时也为描写人物埋下伏笔,正是有了这样的排兵布阵,说明秦、晋之间还是有一些不信任。才给烛之武说秦伯提供了机会,此处重点给学生点明佚之狐、烛之武两人的观察力。从而引出烛之武的形象之一“洞察全局,深入了解,精心准备”。此处顺便可给学生讲讲烛之武在这之前在郑国的职务,管马官员。

(1)生齐读第1段。

(2)师示范串讲梳理第1段。(为后文的接龙串讲做示范)

(3)留时间学生质疑问难。(让学生在字词上得到落实)

(4)师引导学生归纳本段知识点:(为后文学生的讨论归纳做示范)

贰:从属二主;军:名词活用作动词,驻扎;

以其无礼于晋:介词结构后置句,还原后的正常句式应为“以其于晋无礼”。

(5)师引导学生串析本段:

“晋候、秦伯围郑”阐明形势:兵临城下,形势严峻。

“以其无礼于晋,且贰于楚也。”阐明原因:两事均与晋利害相关,与秦关系不大,秦可以争取。

“晋军函陵,秦军氾南。”阐述两军驻扎位置:两军分兵驻扎,郑有机会单独与秦接触,为烛说秦埋下伏笔。

(6)师引导学生即兴背诵本段。

第2段

第二段讲解:烛之武出场——一波三折

若使烛之武见秦君,师必退。

辞曰“臣之壮也,犹不如人……”

许之。

烛之武出场的原因有三:

1、逮有生之年,施展才华。

2、郑伯诚恳的态度。为人臣,当为国效力。

3、自己以后在郑国安身立命的考虑。

(1)男生齐读本段。

(2)女生接龙串析本段。(师点拨)

①“佚之狐言于……师必退。”

a、形象刻画烛之武的形象,未见其人,先闻其名(声)(即“才”)。

b、在此也可窥见佚之狐知人善任的一面。

c、还可窥见郑伯善纳谏的一面。

②辞曰:“臣之壮……也已。”

进一步刻画烛之武的形象,是一位满腹才华,却未能被重用的大臣,人物形象更鲜活。

③公曰:“……”许之。

a、郑伯首先自责,体现了明君风范,然后以国家利益、形势与个人利益的透彻分析感动了烛之武,可谓善于做思想工作。

b、烛之武最终应允,决定以国家利益为重,只身去见秦伯,体现了他深明大义的一面。

(3)生质疑问难,师点拨引导学生解决问题。

(4)学生讨论归纳本段知识点:

“已”:通“矣”,句末语气助词;

佚之狐言于郑伯曰:介词结构后置句,还原后的正常句式应为“佚之狐于郑伯言曰”;

辞曰:省略句,补充完整后为“(烛之武)辞曰”;

是寡人之过也:判断句,“也”字表判断。

(5)师引导学生即兴背诵本段。

第三课时

1、在诵读中理解课文。(后2段)

2、领会和学习本文详略得当、波澜起伏、善用伏笔和照应的写作技巧。

3、体会烛之武的游说技巧。

4、理解和掌握文中常见的文言实词和虚词的意义和用法。

5、人物形象分析。

第3段

第三段讲解:智退秦师(说退秦师)(重点讲解)

讲解要点:

1、夜縋而出的原因——攻守、防备之道

2、说辞艺术:

a、人物分析;秦君——唯利是图,对两者的称谓不同,抓住秦伯的性格特点,连用八个“君”字,而对晋只是称作“晋”、“邻”。

b、两国的历史关系

c、军队的位置

说秦过程

①坦言知亡,避其锐气。

②亡郑无益于秦。

③存郑无害于秦。

④亡郑有害于秦。

①②③层层深入,论证严密;秦、晋、郑三者均涉及其中。

(1)一生范读本段。

(2)生借助注释细细梳理本段。(因为本段集中刻画了烛的形象、表现出其高超的游说技巧,所以让学生细细品味)

(3)生接龙串析本段。(师点拨)

①“夜……秦伯”:说明形势危急,烛不畏危险。

②烛说秦伯运用了高超的攻心术:(投影)

第一步,欲扬先抑,以退为进。(坦言知亡,避其锐气:郑既知亡矣。)

第二步,阐明利害,动摇秦君。(亡郑只对晋有利:邻之厚,君之薄也。)

第三步,替秦着想,以利相诱。(舍郑会对秦有益:君亦无所害。)

第四步,引史为例,挑拨秦晋。(君之所知也。)

第五步,推测未来,劝秦谨慎。(唯君图之。)

③秦……乃还:秦权衡利害,决定退兵,但却派人留守要塞,体现其老奸巨猾的一面。

(4)生质疑问难,师点拨引导学生解决问题。

(5)学生同桌讨论归纳,师引导学生归纳本段知识点:

词类活用:

亡:动词的使动用法;利:形容词的使动用法;

阙:形容词的使动用法;鄙:名词的意动用法;

封:名词的意动用法;厚:形容词活用为动词;

薄:形容词活用为动词;乏困:形容词活用为动词;

东:名词活用做状语。

通假字:

陪:通假字,通“倍”;共:通假字,通“供”;

厌:通假字,通“餍”;说:通假字,通“悦”;

阙:通假字,通“缺”或“掘”。

古今异义:

【以为】古意:把……当作;今意:认为。

【行李】古意:出使的人;今意:出行时带的包裹。

【东道主】古意:东方道路上的主人;今意:请客的主人。

【乏困】古意:缺乏的东西;今意:精神不好。

特殊句型:

何厌之有:宾语前置句,还原后应为:有何厌。

若亡郑而有益于君:介词结构后置,还原后应为:若亡郑而于君有益。

(6)师引导学生结合烛的游说步骤即兴背诵本段。

第4段

(1)女生齐读本段。

(2)男生接龙串析本段。(师点拨)

晋文公以“不仁”“不知”“不武”的理由退兵,看似冠冕堂皇,其实,“不仁”只是一个借口,如果真讲“仁义”,当初就不会发兵攻郑。“不知”是实质,“知”是理智,是对现实情况的客观分析,是对动武后果的冷静判断。“不武”是因为胜负之数,难以预料。所以,说到底,晋的退兵,是“利”字使然。

(3)学生讨论归纳本段知识点:

敝:形容词活用为动词;知:通假字,通“智”。

夫人:古今异义词,古意:那个人;今意:成年男子的配偶。

去:古今异义词,古意:离开;今意:到,往。

因人之力而敝之,不仁:判断句。

(4)师引导学生即兴背诵本段。

由学生分小组讨论后发言,师引导学生归纳。

1、烛之武:(1)深明大义的爱国志士。

(2)知难而上,义无返顾的勇士。

(3)口若悬河,巧言善辩的辩士。

2、郑伯:(1)善于纳谏。

(2)勇于自责。

(3)善于言辩。

3、秦伯:贪婪,自私,不讲信用,见利忘义。

4、晋文公:贪婪,但理智,能隐忍不拔,随机应变,审时度势,雄才大略。

5、佚之狐:慧眼识才的伯乐。

教师引导学生讨论后归纳。

(1)伏笔与照应。

(2)波澜不惊。

(3)详略得当。

1、本文给我们的启示。

2、结合当今国际国内形势谈。

一位伟人曾说过“不会善待自己民族文化遗产的民族是一个没有前途的民族”。史书典籍是一个民族传统文化的重要载体,所以读史书就是去了解继承我们民族的文化。《全日制普通高级中学语文教学大纲》也明确提到“全面提高学生的语文素养”,“弘扬中华优秀文化”,“吸收人类进步文化”。并且也明确要求高中语文教学应让学生“具备初步地阅读浅易文言文的能力”,在“教学内容和要求”中也明确规定“诵读古典诗词和浅易文言文,背诵一定数量的名篇。掌握课文中常见的文言文实词、文言虚词和文言句式,能理解词句含义,读懂课文,学习用现代观念审视作品的内容和思想倾向”。所以培养学生对文言文的学习兴趣是非常必要的。

初中的文言文教学主要停留在读读背背的层面上,而这是高中的第一篇文言文,所以更加注重学生文言文阅读习惯的培养,引导学生用现代观念来审视作品的内容和思想倾向,从而达到学以致用的目的。本教案在设计过程中还原学生的主体地位,就是为了让学生与课文达到零距离的接触与交流,从而让学生认识到文言文学习落脚点。进一步达到学有所获,变“老师强迫我学”为“我想去学”、“我要去学”。

这篇课文的教学过程中,实现了学生、教师角色的还原转化,所以在老师的导演下,学生积极主动地投入到了文言文的学习过程中,学生普遍觉得在热烈轻松地讨论氛围中收获不小,并且第一次感到原来古文还可以让自己学到很多知识和道理。

这几堂课上下来,笔者觉得充分调动了学生的积极性,让学生找到了学习文言文的趣味所在,也让学生基本摸清了文言文学习的方法和规律,可以说预期的目的基本达到。但是,在教学的过程中发现还是有一些地方还需改进,首先就是学生不知道学习文言文的重心,所以刚开始让学生赏析时,开始几乎是在概述故事,后经过点拨才基本明白;其次,学生对文言文的知识点概念模糊,所以在开始归纳知识点时显得有些不知所措;第三,在谈启发时,学生开始时也有些茫然,有些不知从何入手,后经引导才明白。这些都说明面对新的学生,必须了解学生的情况,在备课中切实做到“备《大纲》、备教材、备学生”。

《烛之武退秦师》教学设计知乎篇十三

一、检查学生熟悉程度

烛之武( )退秦师

例如:三寸之舌,妙语,巧施反间计等。

请用简洁的文字概括各段内容。(每段用四个字概括)

例如:第一段:秦晋围郑。第二段:临危受命。第三段:说退秦师。第四段:迫晋退兵。

二、整体感知

1.点拨关于诵读——

“书读百遍,其义自见。”——三国志·魏志·王肃传

“读而未晓则思,思而未晓则读。”——宋·朱熹

“大抵学古文者,必要放声疾读又缓读,只久之自悟;若但能默看,即终身作外行也。” ——清· 姚鼐《尺牍》。

“不动笔墨不读书。”——古语

2.本段的中心是烛之武说秦君,说辞仅125个字,可以分为几层?(五层)

郑既知亡敢烦执事(其益)[益事渺茫]

越国鄙远亡郑陪邻(其害)[错事可见] [利害之辨]

烛之武退秦师 舍郑利秦共其乏困(其利)[利事可期]

君为晋赐朝济夕设(其德)[史事可证] [恩仇之鉴]

东封西肆阙秦利晋(其意)[祸事可测]

3.烛之武为什么能三言两语退秦师?其游说妙在何处?

提示:春秋无义战。所有的战争出发点为“利”。烛之武正是抓住“利”在做文章。

以下分析供参考——

(1)以“利”巧攻心理。

晋国围攻郑国,本来不关秦国的事,秦国所以出兵,一是公元前632年的城濮之战,秦晋同属于一个军事集团的,他们之间有盟约关系,二是秦穆公想借此捞一把,以扩大自己的势力。两个原因中,第二个原因是主要的,烛之武看准了这一点,紧紧抓住了秦穆公的这一心理,单刀直入:“秦晋围郑,郑既知亡矣。若亡郑而有益于君,敢以烦执事。”烛之武作为郑国的子民,先讲自己国家的处境“既知亡矣”,隐含意思是说郑国灭亡是既定的事实,所以也无法考虑郑国的利益了,但郑国的土地最后被秦国还是晋国得到呢?这还是个未知数。烛之武从这点做文章,站在秦国的立场上说话,不仅消除了秦穆公的戒心,还赢得秦穆公的好感;“舍郑以为东道主,行李之往来,共其乏困,君亦无所害”,通过让步假设推理出不攻郑的好处,以利益来引诱秦伯,让秦穆公动心;“阙秦以利晋,唯君图之”,希望秦穆公为了秦国的利益不受损害而放弃围攻郑国的计划,言辞恳切,从而坚定秦穆公与晋国毁约的决心。

(2)以“害”巧析形势。

一从现实状况来看,“秦、晋围郑,郑既知亡矣。”郑亡后的情况如何呢?如果秦国得到了郑国的土地,“越国以鄙远”,是很难办到的,即使办到了,也是不好统治的;如果晋国得到了郑国的土地,“邻之厚,君之薄也”。一句话,亡郑只能对晋国有利,对秦国不但没有利益可言,反而因“邻之厚”而显得“君之薄”。二从发展来看,“既东封郑,又欲肆其西封,若不阙秦,将焉取之?”以晋的贪得无厌,让秦穆公真正感到危险的存在,从而快速作出决策,否则贻害无穷。烛之武说辞切中要害,强而有力,且用反问句来加以突出强调,真是气势凌厉,锐不可当。

(3)以“史”巧施离间。

烛之武挑拨离间的游说艺术在晋秦围郑的危急存亡之秋大派用场。

烛之武对秦晋两国关系和矛盾了如指掌,他见秦穆公之后,只字不提郑国利益,在以“利”攻其心理,以“害”巧析形势的同时,始终不忘离间两国关系。如果说在“亡郑”还是“舍郑”的利害分析上,烛之武的挑拨离间还是隐性的话,那么他拿出历史事实,“君尝为晋君赐矣,许君焦、瑕,朝济而夕设版焉”,指出晋的过河拆桥、忘恩负义、不可共事,则是赤裸裸地挑拨秦晋关系,以“夫晋,何厌之有?”把火烧得更旺,不仅使秦穆公觉得枉费心机,又顿感危险将至。烛之武用短短的125字挑拨离间了“秦晋之好”,真是妙哉!

烛之武游说的成功还取决于语言的得体。一个面临亡国之危的小国使臣,面对大国的君主,本是求人,却能够不卑不亢,从容辞令,既不刺激对方,又不失本国尊严,语重心长,迫使对方就范。可谓是有理有利有节有体,从而出色完成了游说使命。

烛之武充分陈述了秦晋郑之间的三角利害关系,准确、深刻而又独到,不能不令人信服。一是灭掉郑国对秦并没好处:“越国以鄙远,君知其难也”、“邻之厚,君之薄也。”二是不灭郑国对秦也没坏处:“若舍郑以为东道主,行李之往来,共其乏困,君亦无所害。”三是晋国的信义有问题:“且君尝为晋君赐矣,许君焦、瑕,朝济而夕设版焉。”四是晋国最有野心,扩张称霸,是晋国的本质:“既东封郑,又欲肆其西封。若不阙秦,将焉取之?”通观烛之武之论,由“若”、“且”、“夫”三字连贯起来的四层意思,环环相扣,层层相生,如早春的惊雷,醒脑益智,又如搏击的雄鹰,敏捷有力。这四层意思包含有巨大的智慧力量,因而能给对方以有力的冲击。一番议论之后,秦穆公是如拨云雾见青天,不但不再围攻郑国,反而命令三位将领留守下来。秦晋联盟出现裂痕,两国关系从此渐行渐远。三年之后双方在崤山正面交锋,秦军三位主帅被俘,士卒无一生还。归结起来,烛之武的成功之处在于,恰当地把握了当时当地的国情、人情,准确地利用了对方心理,因而,他成功了。烛之武是自信的,他自信有能力引导秦穆公的思路,他自信千军万马也不过弹指一挥间的问题,他的自信来源于对当时国际形势的洞悉,他的智慧当在众人之上,他思路清晰,说理透彻,他从容不迫,超然淡静,从这个意义上讲,他实在是世俗世界生长出来的一株仙花奇草,异香满面,清爽可人。

三、引导学生分析烛之武这一人物形象

1.你最欣赏烛之武哪一点?

如文章第1段写国难当头,烛之武不顾年迈体衰,愿受君命,出使秦营,危难之际——“义”

“夜缒而出”——“勇”

面见秦君,一番慷慨陈辞,言简意赅——“智”

2.本文在人物形象的塑造方面有什么特点?

烛之武的语言,不管是牢骚,还是说辞,都表现了他不仅能言善辩,而且深明大义、机智勇敢。特别是说秦时的举重若轻、不卑不亢、委婉曲折、步步深入更集中地体现了一位出色的辩臣的形象。以上是正面描写。佚之狐的推荐、郑伯的自责,退秦师的事实,都从侧面烘托了这个人物。

3.烛之武这一人物形象给我们什么启示?

四、布置作业

根据课文内容拟几幅对联。

如:三寸巧舌力挽狂澜息国难,一番善言情荡衷肠罢干戈——烛之武;

秦伯知难而退明时务,晋侯窥利则趋失盟友——秦伯和晋侯;

《烛之武退秦师》教学设计知乎篇十四

《烛之武退秦师》被选入人教版高中语文教材第一册第二章中国古代记叙散文部分,古代记叙散文则或是记叙古代各国政治、外交的风云变幻,或是记叙杰出人物的英雄事迹,文章结构严谨,叙事委婉曲折。面向的对象是高中一年级学生。本文选自《左传僖公十三年》,是叙事散文名篇,通过学习这篇课文,有助于提高同学的古文阅读和鉴赏能力。

第一课时

课前准备:熟读课文,疏通生字词,把握文章大意。

(一)知识与能力

1、积累文言常识;(教学重点)

2、了解与本文内容相关的历史史实;(教学难点)

(二)过程与方法

3、诵读课文、整体感知,正音,借助注释疏通文章。

4、能够学会抓住关键词,概述文章叙事脉络,化繁为简,提高概括能力和分析能力。

(三)情感态度价值观

5、领略烛之武的才华和品德。

一、导入(2分钟)

二、文学常识(8分钟)

三、相关史实及背景介绍(15分钟)

四、初步感知课文(15分钟)

五、作业及五分钟机动时间

一、导入

去年红极一时的清宫剧《甄嬛传》同学们看过了吗?在最后一集的时候,已经成为皇帝的四阿哥弘历还是担心自己的皇位,不放心六阿哥。他当时是怎么跟太后说的,你们还记得吗?对,他用了《郑伯克段于鄢》这个故事来暗示。大家知道吗?这篇文章其实来自于《左传》。这本书记叙了春秋时期大量的历史故事。今天,我们就来学习其中的另外一篇文章《烛之武退秦师》。在本文开始之前,我们先了解一些基本文学常识。

二、文学常识

1、本单元学习的是古代记叙散文,那么什么是散文(体裁)呢?

指不讲究韵律的散体文章。散文是与诗歌、小说、戏剧并称的一种文学体裁,文学体载包括杂文、随笔、游记等。是最自由的文体,不讲究音韵,不讲究排比,没有任何的束缚及限制,也是中国最早出现的行文体例。通常一篇散文具有一个或多个中心思想,以抒情、记叙、论理等方式表达。

2、中国古代散文可以分为哪几类呢?

先秦时期散文主要有两种:历史散文和诸子散文。古代记叙散文源自于先秦历史散文,主要为编年体、国别体、纪传体三类。《左传》是第一部叙事详细的编年体史书,第一部编年体史书是《春秋》。最大的一部编年体史书是《资治通鉴》。第一部国别体史书是《国语》,另一部《战国策》。第一部纪传体史书是司马迁的《史记》,班固所著的《汉书》是断代史史书。

3、《烛之武退秦师》选自《左传僖公十三年》。那么《左传》是一部什么样的书?

《左传》全称《春秋左氏传》,原名《左氏春秋》。它记叙了上起鲁隐公元年(公元前722年),下迄鲁哀公二十七年(公元前467年),共二百五十五年的历史。不仅具有极高的史学价值,而且还具有极高的文学价值。颇具春秋时代历史散文的特色。内容丰富,规模宏大,忠于历史事实,生动、真实地反应了奴隶社会崩溃时期的重大变化,为后人提供了那个时代广阔多彩的社会生活画面。统治集团内部的各种矛盾斗争,各诸侯国之间频繁的争夺战争,各种礼仪制度、社会风俗、道德观念及一些人物的生活琐事在《左传》中都有大量记载。《左传》无论对后代史学和文学都有极大的影响,在艺术上的成就令人惊叹,为后世叙事散文树立了典范。

4、春秋三传:

《左传》、《公羊传》、《谷梁传》都是为解说春秋而作,被称为“春秋三传”。

三、相关史实及背景介绍

同学们先齐声朗读一遍,疏通生字词,注意语气和停顿。(基本解决字词读音,停顿)

接下来,我请一位同学来讲讲本文讲了一个什么故事。

好,下面我们先从地图上分析一下当时各国之间的关系。这是秦国,都城为壅。这是晋国,都城为绛。这是郑国,都城新郑。晋郑彼邻,秦如攻打郑国,的确如烛之武所言:“越国以鄙远。”当时,晋军驻扎在函陵,即新郑县北;秦军驻扎在汜水南面,离新郑也不远。大军压境,郑国危如累卵。《烛之武退秦师》中所记述的就是秦晋攻打郑国之前展开的一场外交斗争。烛之武是这场外交斗争的主角,他身负君命,只身赴秦,说退秦军,实属不易。当时,秦、晋、郑三国的关系十分复杂,了解与此文相关的历史史实,对我们学好这篇课文十分重要。

秦立晋君(公元前651年)

这一年,晋献工卒,晋国陷入内乱。公子夷吾出逃,后以厚礼贿赂秦国,答应割让晋河以东之地予秦。于是秦穆公派兵护送他回国并拥立夷吾为君,即晋惠公。这就是课文中所言“且君尝为晋君赐矣”。“君”即秦穆公,“晋君”即晋惠公,“赐”则指“秦立晋君”之事。

惠公背约(公元前650年)

没想到晋惠公借秦国之力即位后,就反悔了,拒绝割地。这就是文中“许君焦、瑕、朝济而夕设版焉”,“君”指秦穆公,“许君焦、瑕”则指公元前651年夷吾答应予秦河东之地一事。秦晋两国之间的关系从此出现了裂痕。

重耳过郑(公元前637年)

文中提到的晋文公重耳曾在外流亡十九年,期间经过郑国,郑文公不太看得起他,所以没有以应有的礼遇接待他。这就是课文中“以其无礼于晋”一事。

郑楚结盟(公元前632年)

公元前632年,晋楚之间发生了一场城濮之战,楚军大败。晋文公一跃成为春秋霸主之一。当时,郑国地处两国之间,又因为曾经无礼于重耳,故背晋助楚,因此,郑文公曾到楚国怂恿楚成王出兵作战。楚败,郑文公内心恐惧,又派人到晋国请罪求和。于是,晋与郑结盟,也就是郑国承认了晋国的霸主地位。但晋、郑间的隔阂并未消除。郑既怂恿楚国出兵攻晋,又盟于晋,这就是文中所言“且贰于楚也”。

《烛之武退秦师》这个故事发生在公元前630年。与城濮之战只相隔两年。因此秦、晋围郑实属城濮之战的余波。

四、初步感知课文,理清文章脉络。

先请全班齐声朗读。通过课前的预习,相信同学们对于本文已经有了一定的了解。我们先从文章标题看起,烛之武退秦师,“退”是“使…退”的意思。全文也是围绕着这一“退”字展开的。下面,请同学们回答我几个问题,看看你们预习的怎么样。

1、烛之武是谁,他为什么要退秦师?

2、秦师有同伙吗?他们之间关系怎么样?

3、烛之武为什么不是选择退晋军而要退秦师?

4、烛之武是怎么退秦师的?有没有用什么计谋?

全文分为四段,每一段都十分简短,却意思非常清楚。你们能不能用更简短的话来概括每一段的大意?

五、作业

下节课我们将对本文进行更加细致的分析,请同学们课后细读课文,找出文中出现的古今异义的字词,“之、以、于、焉”字,看看它们有几种意思。

六、板书设计

教学目标

(一)知识与能力

1、理解和掌握文言文中常见虚词的用法,词类活用以及特殊句式;

2、了解和欣赏古代记叙散文的叙事艺术;

(二)过程与方法

3、学生质疑,教师点拨法,解决文言文词句方面的知识;

4、反复朗读,体会烛之武高超的语言艺术和叙事艺术;

(三)情感态度价值观

5、以古鉴今,通过文章中分析各国攻伐与结盟关系的实质来反思当下。同时,从国家之间的分分合合来看人与人之间的交往。

教学层次设计

一、导入及回顾(5分钟)

二、文本分析(25分钟)

三、欣赏叙事艺术(10分钟)

四、五分钟机动时间及作业布置

教学过程

一、导入

上节课我们已经介绍了本文的相关历史背景,对文章页有了大致了解。下面请同学们先朗读全文。上节课结束的时候,我要求你们找出古今异义的字词,我请同学来说说,找到了那些。好,看来大家课后还是看了书的。那么,看到课后习题二,解释这些词的意思。

行李、以为、夫人、去、东道主

二、文本分析

一)通过检查,发现同学对上节课知识的掌握还不错,希望没有记住的同学在早自习的时候多花点时间记住。这节课我们将深入学习本文。

第一自然段

(齐读)“以其无礼于晋,且贰于楚也”是本段关键一句,语速要较慢,尤其是“且”处应稍作停顿,“也”字要拖长声音。后句“晋/军函陵,秦/军汜南”注意断句。“晋”“秦”之后要略作停顿。因为“军”在此名词活用为动词,当“驻扎”讲。

(领读,齐读)

提问:本段仅25字,却道出很多内容,有哪些?

明确:①秦晋围郑,来势凶猛;弱小郑国,危如累卵。②“以其无礼于晋,且贰于楚也”既道出了秦晋围郑的原因,又暗示郑国有机可乘,为“烛之武退秦师”埋下了伏笔。

第二自然段

(齐读)“国危矣”要读出心情沉重之感。“若使烛之武见秦君,师必退”要读得坚定,露出胸有成竹之意。“臣之壮也,犹不如人;今老矣,无能为也已”是烛之武对只能虚度人生的无可奈何慨叹,要读出伤感的基调,而郑伯,面对烛之武的牢骚,并没有表现出丝毫的不满,而是从谏如流,反省自己,情真意切,因此,郑伯之言一定要读得心平气和。

提问:面对为难,郑国君臣的表现如何?

明确:①佚之狐出谋划策,力荐烛之武。②郑伯从谏如流,情真意切,感动了烛之武。③烛之武面对郑伯的诚意,深明大义,承担了赴秦说秦师的重任。

第三自然段:教师重点分析烛之武退秦师这一段(齐读)

秦晋围郑,郑既知亡矣。

(示弱。郑已经知道自己抵不过秦晋的军队,房地姿态,减轻秦伯的戒心)以退为攻

若亡郑而有益于君,敢以烦执事。越国以鄙远,君知其难也。(翻译)

(灭郑对秦国没有好处,即使因一时意气灭亡了郑国,也难以维持在郑国的统治)

焉用亡郑以陪邻?邻之厚,君之薄也。(翻译)

(铺陈利弊,灭郑国除了对秦国没有意义之外,相反会带来不利,会增加晋国的实力。会使自己在与晋国的较量中居于不利地位)

若舍郑以为东道主,行李之往来,供其乏困,君亦无所害。

(进一步陈述了留郑的有利,将利害关系展现在秦穆公面前,让他知道是否该选择攻打郑国。)

且君尝为晋君赐矣,许君焦、瑕,朝济而夕设版焉,君之所知也。

(分化瓦解。若只是铺陈利弊,让秦国考虑退兵,秦穆公或许会考虑到与郑国的同盟关系,不好独自先退兵,但是,烛之武重提晋文公背信弃义之事,使秦穆公减少了对维持同盟关系的顾忌,同时考虑同盟的可信度。)

夫晋,何厌之有,既东封郑,又欲肆其西封,若不阙秦,将焉取之?(翻译)

(从根本上说明郑国灭亡后,秦国也会深受其害,秦国帮助晋国攻打郑国,只不过是帮晋国增加领土,这是烛之武谁退秦师的最关键的一点,仔细为秦穆公分析当前的局势,让他明白秦,晋,郑三国所处的地位与利害关系。)

阙秦以利晋,为君图之。

(烛之武说动秦穆公之后,并不是直接请求秦穆公退兵,“为君图之”是让秦穆公仔细考虑,但其实结果已经知晓,烛之武用这种方法维护了秦穆公作为君主的决断权,不会让别人以为是烛之武让秦伯退军,秦伯就听从,而是在陈说利弊后,由秦穆公自己做出决定。)

烛之武请求敌国退军但又不失其气势,以退为进,层层推进,不是一味的请求退军,而是站在秦国利害关系的基础上进行劝说,并援古例今,全方位的考虑各方面的情况。

第四自然段

(齐读)“微/夫人之力/不及此”句,(翻译)“微”后果作停顿,因“微”是连词,表假设,为“假如没有”之意,曾经在《岳阳楼记》中学过这个词即“微斯人,吾谁与归”。“夫人”的“夫”是指示代词,为“那”。“因人之力/而取蔽之”句“因人之力”后要略作停顿。

提问:晋军为什么没有追击秦军?

明确:从仁、智、武三个方面考虑。

(齐读课文)我们已经将全文过了一边,请问同学还有没有什么不明白的地方,请举手提问。

二)、总结:

1、重点虚词

“之”字的用法。

1)代词,在句中做定语或宾语。例:许之

2)连词。○1连接定语和中心语,表领属关系或修饰关系,相当于现代汉语“的”;例:寡人之过也○2主谓结构之间,取消句子的独立性,使主谓结构变成偏正结构,在句中充当主语、宾语或状语。例:臣之壮也,犹不如人。

了解了“之”的用法后,我希望同学能真正理解。

提问:请同学找出文章中的“之”字,并判断属于哪一种用法。

(作代词:1.许之;2.若不阙秦,将焉取之?3.为君图之。4.杨孙戍之。5.子犯请击之。6.亦去之。7.何厌之有(注意:这里是做代词,复指“有”前面的宾语。

“的”:1.寡人之过也。2.因人之力而敝之

取消句子独立性:1.臣之壮也。2,邻之厚,君之薄也。3.行李之往来4.君之所知也)

(第二个重要的是“以”字的用法,“以”在文中的用法主要有以下几种)

“以”字的用法。

1)介词,表原因,相当于“因”“因为”

2)介词,“用”“拿”,表示动作行为以某物为工具或凭借

3)连词,连接两种行为,表示前后关系。

4)(下面,请同学根据讲解,判断下面“以”字属于那种用法)

以其无礼于晋。敢以烦执事。以乱易整,不武。越国以鄙远。焉用亡郑以陪邻。

(○1.属于第一种用法○2○3属于第二种用法.○4○.5属于第三种用法)

“而”

①今急而求子(才,连词,表顺承)

②夜缒而出(表修饰,连词)

③若亡郑而有利于君(表顺承,连词)

④朝济而夕设版焉。(表转折,连词)

“于”字用法

1)表处所、时间

2)介绍涉及的对象。

“焉”

①子亦有不利焉。(语气词,表陈述)

②焉用亡郑以陪邻?(疑问副词,为什么)

③若不阙秦,将焉取之(疑问副词,怎么能)

2、词类活用

1)使动用法——所谓使动用法,是指谓语动词具有“使之怎么样”的意思,即此时谓语动词表示的动作不是主语发出的,而是由宾语发出的。

1.烛之武退秦师(使退)

2.若亡郑而有益于君(使灭亡)

3.阙秦以利晋(使获利)

2)名词用作动词

1.晋军函陵(驻扎)

2.越国以鄙远(边邑,这里用作动词,使成为边邑,使动用法)

3.既东封郑(疆界,这里用作动词,使成为疆界,使动用法)

3)形容词用作动词

邻之厚,君之薄也(变雄厚,变薄弱)

(了解了一些词语的用法之后,我们一起来看一下本文的一个特殊句式,这个句子在多文言文中都会出现,让我们一起来了解一下)

3、特殊句式

①以其无礼于晋介词结构后置。②佚之狐言于郑伯曰介词结构后置。

③夫晋,何厌之有?宾语前置,“有何厌”。④是寡人之过也。判断句。

(“何”是有的宾语,“之”在这里作代词,复指“有”的宾语,同样用法有我们在初中学过的“忌不自信。”《邹忌讽齐王纳谏》)

三、欣赏叙事艺术,领会和学习本文详略得当、波澜起伏、善用伏笔和照应的写作技巧。

经过我们对《烛之武退秦师》这一文的详细解读,请同学归纳一下本文采用了那些技巧:

1.用人物对话推动故事情节发展,呈现故事发展矛盾。

有郑文公与烛之武的对话,有烛之武与秦穆公的对话。烛之武对郑文公的话里有话;对秦穆公说的话,完全看到了秦、晋间的矛盾,看到围郑对秦、晋的利害关系,所以能打动秦穆公。最后写子犯请击秦军,晋文公不同意,这里预伏后来的秦晋殽之战。本文中的故事是发生在秦晋围攻郑国的紧张气氛下,通过佚之狐之言引出烛之武出场。烛之武与郑伯的一段对话既可以看出烛之武曾经怀才不遇的悲愤,也可以看出面对国难时,烛之武不计前嫌,为国效力。烛之武说秦穆公这一段更是通过烛之武的言辞,讲故事发展推向高潮,并同时铺陈出了春秋战国时期国与国之间攻交伐谋的本质。

2.叙事精炼,语言简洁。

烛之武如何说服秦伯是文章的主体,因此,文章着重对此进行了描写。通过上文的分析我们知道,虽然只有短短百字左右,但是,却将秦,晋,郑三国利害关系分析的非常明朗,并且抓住人物的心理,叙事有理有据,非常全面。

例如其他的叙事技巧:伏笔,照应等,并举例论证相关观点。重要的是同学自己根据文章进行的有依据的分析。

四、作业

假如晋国单独对郑出兵,郑伯要你去说服晋侯,你会怎么说?就此写一段劝说词。

《烛之武退秦师》教学设计知乎篇十五

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词语是语文学习中的基本单位,它们通过组合和运用形成了丰富多彩的语言表达方式。总结的语言要简洁明了,重点突出,避免冗长和啰嗦的表达方式。接下来,让我们一起阅读一些
在日常的学习、工作、生活中,肯定对各类范文都很熟悉吧。范文怎么写才能发挥它最大的作用呢?下面我给大家整理了一些优秀范文,希望能够帮助到大家,我们一起来看一看吧。
范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。那么我们该如何写一篇较为完美的范文呢?下面是小编为大
语文学科涉及词汇、语法、阅读、写作等方面的内容,是我们发展综合素养的重要基础。接受反馈和批评是个人成长的重要一环。总结范文的内容既有对成绩的总结,也有对经验的总
总结可以激励我们进一步完善自我,提高工作和学习效率。在写总结之前,我们需要整理和梳理好相关的资料和信息。小编搜集了一些优秀的总结范文,希望能给大家在写总结时提供
总结是记录成长的过程,每一段经历都值得回味。写总结时,可以借鉴一些成功的经验和方法,从而提高总结的质量和效果。欣赏优秀的写作,可以让我们更好地欣赏文字之美。初一
范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。大家想知道怎么样才能写一篇比较优质的范文吗?下面我给
在日常的学习、工作、生活中,肯定对各类范文都很熟悉吧。那么我们该如何写一篇较为完美的范文呢?下面我给大家整理了一些优秀范文,希望能够帮助到大家,我们一起来看一看
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。写范文的时候需要注意什么呢?有哪些格式需要注
为了确保事情或工作得以顺利进行,通常需要预先制定一份完整的方案,方案一般包括指导思想、主要目标、工作重点、实施步骤、政策措施、具体要求等项目。优秀的方案都具备一
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在日常学习、工作或生活中,大家总少不了接触作文或者范文吧,通过文章可以把我们那些零零散散的思想,聚集在一块。相信许多人会觉得范文很难写?下面是小编帮大家整理的优
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无论是身处学校还是步入社会,大家都尝试过写作吧,借助写作也可以提高我们的语言组织能力。范文书写有哪些要求呢?我们怎样才能写好一篇范文呢?这里我整理了一些优秀的范
我们已经尝试了许多方法,但依然没有找到最佳解决方案。学会合理运用连词可以使文章衔接自然、逻辑清晰,下面提供几个常用的连词用法。为了帮助大家更好地写出完美的总结,
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每个人都曾试图在平淡的学习、工作和生活中写一篇文章。写作是培养人的观察、联想、想象、思维和记忆的重要手段。相信许多人会觉得范文很难写?下面我给大家整理了一些优秀
有时候,只有冷静地停下脚步,才能看到那些被忽略的美好。评价是总结文章中对某个人、事物或事件进行客观评价和评论的部分。以下是一些常见社会问题的解决方案,希望能为我
范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。那么我们该如何写一篇较为完美的范文呢?下面是小编为大
教育是培养人才、传承文明的重要途径,教育的质量关系着国家的未来。写一篇完美的总结需要首先梳理出要总结的内容和要表达的中心思想。这些总结范文都是经过精心挑选的,希
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。大家想知道怎么样才能写一篇比较优质的范文吗?
文化多样性是社会进步的重要标志,我们应该尊重和欣赏不同文化之间的差异。总结中如何平衡事实陈述与情感表达?广泛了解不同领域的总结范文,可以提升我们的综合素养和文化
时间过得真快,总在不经意间流逝,我们又将续写新的诗篇,展开新的旅程,该为自己下阶段的学习制定一个计划了。写计划的时候需要注意什么呢?有哪些格式需要注意呢?这里给
范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。大家想知道怎么样才能写一篇比较优质的范文吗?这里我整
在日常学习、工作或生活中,大家总少不了接触作文或者范文吧,通过文章可以把我们那些零零散散的思想,聚集在一块。写范文的时候需要注意什么呢?有哪些格式需要注意呢?以
不适用于已有分类的内容。使用简明扼要的语言,避免太过冗杂和复杂。总结范文可以帮助我们深入理解总结的目的和方法。简历自我介绍篇一我的名字叫xxx,是20xx届xx
范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。那么我们该如何写一篇较为完美的范文呢?以下是小编为大
完善的总结能够使我们更加深入地理解学习的内涵和核心要点。接受反馈和批评是个人成长的重要一环。总结范文中的亮点和经验可以为我们写好一篇总结提供借鉴和启发。十六班级
为有力保证事情或工作开展的水平质量,预先制定方案是必不可少的,方案是有很强可操作性的书面计划。优秀的方案都具备一些什么特点呢?又该怎么写呢?以下是我给大家收集整
一个好的方案可以提高工作效率,节约成本,并达成预期的目标。制定方案的过程中,我们可以进行头脑风暴和团队讨论,以获取更多的想法和建议。以下是小编为大家收集的方案范
做好总结,能够让我们迅速从失败中恢复过来,继续前进。写总结时,我们要注意语言简洁明了,重点突出。在下面的范文中,我们可以看到一些写作技巧和表达方式的精彩运用。企
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