单击此处编辑母版文本样式,第二级,第三级,第四级,单击此处编辑母版标题样式,社戏,鲁迅,社戏鲁迅,1,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,学习目标,1.,了解作者及本文的写作背景。,2.,概括文章主要内容（或梳理文章脉络）。,3.,分析作者在叙述事件过程中，多种表达方式的运用及效果。,4.,体会作者对童年美好生活的回忆和留恋之情以及对劳动人民的深厚感情。,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,2,背景链接,本文写于,1922,年,10,月。当时，中国共产党刚成立，党领导下的大规模农民运动也还没兴起。这时的鲁迅正生活在军阀黑暗统治下的北京。他日夜忧国忧民，为探索救国救民的道路而矢志不渝地战斗着。,背景链接 本文写于1922年10月。当时，中国共产党刚,3,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,社戏,就是鲁迅在这样的背景下创作的一部短篇小说。在未选入教材的社戏前,11,自然段中，先是回顾了,“,我,”,的两次看戏经历：第一次是找不到座位，耳朵里只听到冬冬喤喤的响：第二次还是没有座位，一直熬到半夜也没等到名角出场。后来因看日本的一本谈中国戏的书，忽然领悟到自己这两次戏其实是受了十一二岁时看到的一场好戏的影响。选入教材的就是,“,我,”,回忆看那场戏的部分。,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,4,整体感知,默读课文，了解什么是社戏，并试着用四字短语的格式概括出围绕看社戏所发生的故事。,（）,-,（）,-,（）,-,（夏夜行船）,-,（）,-,（）,-,（）,-,（）。,整体感知默读课文，了解什么是社戏，并试着用四字短语的格式概括,5,解题：,“社”，会意字。“礻”表示祭祀，“土”是土地神。古代把土地神和祭祀土地神的地方叫“社”。按照我国民间的习俗，每到播种或收获的季节，农民们都要立社祭祀，祈求或酬报土地神。在绍兴地区，后来发展为以演戏的形式祭祀，这时候演的戏就称为“社戏”。,解题：,6,整体感知,（,随母归省,）,-,（,乡间生活,）,-,（戏前波折,）,-,（夏夜行船）,-,（,船头看戏,）,-,（,月夜归航,）,-,（,偷豆煮豆,）,-,（,戏后余波,）,整体感知（随母归省）-（乡间生活）-（戏前波折）-（夏,7,赏析表达,在这些故事中，哪个故事留给你的印象最为深刻？请从,表达方式,的角度结合相关内容进行分析。,常用的表达方式：,记叙，描写，议论，抒情，说明,赏析表达 在这些故事中，哪个故事留给你的印象最为深,8,景物描写,景物描写,9,在课文第,11,段和,22,段中，从哪些角度写景，写出景物的什么特征？这些景物描写对表现文章中心思想起什么作用？,嗅觉,触觉,视觉,听觉,（清香）,(,扑面吹来）,（朦胧的月色、起伏的连山、,依稀的赵庄，几点火）,（歌吹）,在课文第11段和22段中，从哪些角度写景，写出景物的什么特征,10,视觉,听觉,月还没有落，仿佛看戏也并不很久似的，而一离赵庄，月光又显得格外的皎洁。回望戏台在灯光中，却又如初来未到时候一般，又漂渺（缥缈）得像一座仙山楼阁，满被红霞罩着了。,吹到耳边来的又是横笛，很悠扬,；我疑心老旦已经进去了，但也不好意思说再回去看。,视觉听觉 月还没有落，仿佛看戏也并不很久似的，而一离赵,11,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,运用比喻的修辞，以动写静，烘托出“我”去看戏时的急迫心情。,淡黑的起伏的连山，仿佛是踊跃的铁的兽脊似的，都远远地向船尾跑去了，但我却还以为船慢。,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,12,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,那航船，就像一条大白鱼背着一群孩子在浪花里蹿。,运用比喻，生动地表现出小伙伴们驾船技术的娴熟高超，“蹿”从正面写出了船行速度之快，烘托出孩子们看社戏安全归来的愉悦心情。,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,13,抓住,景物特征,进行描写,，充分调动,多种感官,，运用,修辞,方法，,融情入景,，为我们展示了一幅,江南水乡,所,特有的,清新优美,的图景，表现出“我”急于看戏的,愉快和迫切,的心情，抒发了作者,热爱农村,的感情。,景物描写小结：,抓住景物特征进行描写，充分调动多种感官，运用修辞方法,14,人物描写,人物描写,15,一系列动作描写，表现小伙伴们驾船,娴熟高超,和,去看戏时的,愉快心情,。,点,磕,退后,上前,架,第10段对少年朋友的开船动作运用一系列准确的动词进行传神的描绘，请分析其效果。,一系列动作描写，表现小伙伴们驾船娴熟高超和去看戏时的,16,阿 发,双 喜,六一公公,桂 生,宽厚、淳朴、好客、热诚,憨厚、无私,聪明、能干、善解人意、有,组织才能和号召能力,机灵、勤快,人物和性格连线,阿 发宽厚、淳朴、好客、热诚人物和性格连线,17,抒情、议论,真的，一直到现在，我实在再没有吃到那夜似的好豆，,也不再看到那夜似的好戏了。,抒情、议论,18,阅读1421段,，讨论：这一部分写在赵庄看戏，戏好看不好看？从哪里表现出来？,不好看,一是铁头老生不翻筋斗，,二是也没有“我”最爱看的蛇精和跳老虎。,三是最怕看“老旦”，“然而老旦终于出了台”，并不停地唱着。,阅读1421段,，讨论：这一部分写在赵庄看,19,孩子们爱不爱看？从哪里表现出来？,不爱看,表现：稀奇、渐不明显、喃喃的骂、不住的吁气、打哈欠、各管自己谈话。,（侧面描写）,孩子们爱不爱看？从哪里表现出来？不爱看,20,我所难忘的是平桥村的老人孩子那种,淳朴、善良、真挚的感情,和他们的劳动的本领、办事的能力。再加上特有的,农村风光,，自由的空气，人与人之间的,和谐亲密的关系,。这一切都是“我”童年时代在城镇未曾见到过。在以后的人生路上也很少见到的。“我”对这段往事的回忆，表达了,对美好生活的向往之情,。,我所难忘的是平桥村的老人孩子那种淳朴、善良、真挚的感,课堂小结,作者通过灵活运用,记叙、描写、议论、抒情,等表达方式，简洁而又生动地叙述了,“,我,”,看社戏地往事，让我们领略了,清新优美,的水乡之美，,热情淳朴,的乡人之美，,纯洁无私,的童心之美，表达了作者对这些美好事物的赞美之情。,课堂小结 作者通过灵活运用记叙、描写、议论,22,