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部编版语文一下四个太阳第二课时教学反思以及教学设计简介:四个太阳是2016年审定的部编版一年级下册语文的课文第2课时一、回忆旧知,导入新课1.“开战车”检查生字识记状况。读准字音并组词,最好和前一个同窗组的词不一样。有才能的同窗
部编版语文一下四个太阳第二课时教学反思以及教学设计
简介:四个太阳是2016年审定的部编版一年级下册语文的课文
第2课时
一、回忆旧知,导入新课
1.“开战车”检查生字识记状况。读准字音并组词,最好和前一个同窗组的词不一样。有才能的同窗也能够一个字组多个词。
2.导入:今天我们继续学习《四个太阳》这篇课文。请同窗们自在读课文,回想课文讲了谁做了什么事。
3.过渡:你们有什么问题要问小男孩吗?让我们带着问题走进课文,在课文中寻觅答案。
4.齐读课文标题。
目的:
经过温习生字,稳固对生字的认识和控制;
根据学生学习才能的不同提出不同层次的请求;
应用学生的好胜心理培育学生积聚词语的习气;
引导学生带着问题来读课文,培育学生的阅读兴味。
二、细读课文,感悟意境
1.学习第1自然段。
(1)指名读第1自然段,其他同窗一边听一边数第1自然段有几句话,并考虑每句话说了什么。
(2)学习第一句话。
①比拟句子:这样换行不行?为什么?
我画了个绿绿的太阳。
我画了个绿的太阳。
②像“绿绿的”这样的词语叫作叠词,这样的词给人心爱、生动的觉得,你们能说出相似的叠词吗?
(3)学习第二句话。
①引见顿号。
②课文中有一个词能把“高山、田野、街道、校园”都包括在内,你们晓得是哪个词吗?(四处。)
③你们能用“四处”说一句话吗?
(4)你们晓得小男孩为什么要画绿绿的太阳吗?
(5)教员引读:我画了个( ),挂在( )。高山、( )、( )、( ),四处( )。
(6)全班背诵第1自然段。
2.学习第2自然段。
(1)找一名同窗读第2自然段,其他同窗一边听一边数这个自然段有几句话,并考虑每句话都说了什么。
(2)学习第一句话。说一说秋天有什么特性。教员即时播放课件展现秋天的美:秋天到了,天那么高,那么远。树上的叶子变黄了,随着风一片片地落下来。果园里的苹果红红的,葡萄紫紫的,梨黄黄的……菜园里蔬菜都长大了。大白菜、大萝卜、大葱都赶集似的来到我们的农贸市场。哇,田野里的稻子成熟了,像金色的海洋。秋天就是美丽的、成熟的时节。
(3)学习第二句话。果园里都有什么水果,这个时分应该是怎样的现象?你能像我这样举例子说一说吗?
①教员举例:A.大苹果像一个个红灯笼挂在树上。B.大苹果的小脸蛋红红的。
②学生模拟范例,用比喻或拟人的修辞办法引见秋天果园里的水果。
(4)学习第三句话。
①“约请”是什么意思?
②落叶是怎样约请小同伴的?
(5)齐读第2自然段,说一说为什么要把金黄的太阳送给秋天。
(6)指导背诵第2自然段。
3.学习第3自然段。
(1)指名读第3自然段,其他同窗一边听一边数这个自然段有几句话,并考虑每句话都说了什么。
(2)学习第一句话。
①这一句话我们应该用什么样的语气来读?为什么这样读?
②读一读,比一比,看谁读得好。
(3)学习第二句话。
①你们有过“冻僵”的体验吗?为什么会有这样的感受?这个词我们该怎样读?
②冬天还有什么特性?播放课件,与同窗们一同观赏冬天,同窗们用本人的话说一说印象里的冬天。
③自在读第二句话。比一比,看谁读得好。
(4)齐读第3自然段,想想为什么画红红的太阳送给冬天。
(5)依照教师教你们的办法试着背一背第3自然段。
(6)指名背诵第3自然段。
4.学习第4自然段。
(1)指名读第4自然段,其他同窗一边听一边数这个自然段有几句话,并考虑每句话都说了什么。
(2)学习第一句话。
①出示“?”。发问:带问号的句子我们要怎样读?试着读一读。
②经过读这句话你懂得了什么?
(3)学习第二句话。
①说一说从这句话中你读懂了什么。
②教员播放与春天有关的图片,与孩子们一同观赏春天。说一说春天是个怎样的时节。
③你同意小男孩给春天画一个彩色的太阳的做法吗?为什么?
(4)用本人喜欢的方式背诵第4自然段。
(5)指名读,背诵第4自然段。
5.出示四幅画,看着画,完成填空。
这是一个( )的小男孩。
设计企图:在此环节中我注重了以下几个方面:
1.合理地运用多媒体课件,引导学生感悟时节的特性,有序地指导学生停止说话练习。
2.指导两种背诵办法,充沛尊重学生,让学生用本人喜欢的方式停止背诵。
3.课文第2自然段的第三句话运用了拟人的修辞办法,我立足于文本,出示范例,引导学生感悟句子的特性,停止言语锻炼。
三、拓展创新
1.依照四幅图画的提示,停止全文背诵。
2.学了这篇课文,你想对小男孩说些什么?
3.遭到小男孩的启示,你能不能画出第五个太阳?本人试着画一画,并模拟书上的段落为你的画配上一段文字,不会写的字能够用拼音替代。
设计企图:给学生发明自在发挥的空间,引导学生学致使用,享用学语文、用语文的快乐。
教学深思
本节课的教学设计有以下几点:
巧妙地运用多媒体课件,协助孩子创设意境,激起学生的感悟;
引导学生从直观感受中提炼本人的体验,为学生的表达提供了素材;
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