六年级上册语文第二单元 习作：多彩的活动 教案

习作:多彩的活动
【教学目标】
1.理解场面描写的概念。
2.了解点面结合的写法。
【教学重点】
掌握并能熟练运用点面结合的方法生动形象地描写某一场面。
【教学难点】
进一步掌握点面结合的基本方法和技巧。
【教学准备】多媒体课件
【课时安排】2课时
第一课时
【课时目标】
明确习作要求,初步确定习作思路。
【教学过程】
一、导入新课。
1.你参加过哪些活动?(学生汇报)
2.这节课我们就把参加过的一次活动写下来。
设计意图:
由学生常参加过的活动,激发学生想说的话题,自然地引入这节课的学习。
二、明确习作目标。
1.出示课件1,学生读习作要求。
2.明确习作目标。
(1)写一次活动。
(2)习作要求:写清楚活动的过程,把印象深刻的部分作为重点来写;写活动的场面时,既要关注整个场景,也要注意同学的神态、动作、语言;最后把体会写下来。
设计意图:
明确习作目标,让学生做到心中有数。
三、习作指导。
出示课件2:
1.选材。
活动(拔河比赛、跳绳比赛、看望孤寡老人、植树等)
2.习作思路:我初步拟定的题目是——记一次××比赛。
主要内容:比赛的过程。
习作方法:运用点面结合的写法,既要关注整个场面,又要抓住典型人物的动作、神态、语言进行描写。
设计意图:
引导学生完成这次习作的构思,确定应该从哪一方面写。
四、例文引导。(出示课件3)
跳 绳 比 赛
这个星期三,学校组织三年级到六年级的学生进行了一次跳绳比赛,目的是提高学生的体育素质,学校领导和各班主任都很重视,精心组织了这次活动。
班主任张老师经过认真挑选,决定派出10名精兵强将上阵,我便是其中一个。下午四点钟,张老师整理队伍,带着我们来到操场,鼓励我们全力以赴,为班集体争光。全班同学都期望着我们有出色的表现,我们也暗下决心:一定要竭尽全力,争取取得好成绩,决不辜负老师与同学们的期望。
刚到操场时,正是四年级的同学在进行比赛,不知道什么时候才轮到我们,我们便在一旁先热身,做一些准备运动。轮到我们六年级的同学上场比赛了,我们怀着紧张的心情站到各自的位置上。随着裁判侯老师的一声哨响,比赛便开始了,几十个人飞快地跳了起来。
“一,二……四十,五十……”我的双脚轻快而迅捷地跳着,心中默默数着。
“啊,不行了,不行了,我快要跳不动了……”不知过了多久,我坚持不住了。我的两条腿发麻,大口大口地喘着粗气,喉咙也渴得冒烟了。我已经不记得我跳了多少个了,现在我直想着坐下休息。忽然,我脑海中浮现出同学们期待的目光,“我不能停,我要坚持……”
……
时间一秒一秒地过去了,终于,我再也不能坚持了。与此同时,哨声响起,比赛结束。我一下子瘫在了地上!
“我跳了多少?”猛地想起这个问题,我一下子精神抖擞起来,跑到前方,询问负责记数的大哥哥大姐姐。
“你跳得真不赖啊!180个!”
“啊?不会吧,这不会是在梦里吧?”我高兴得找不到方向,因为我从没跳过这么多。
张老师也赶了过来,听到这个喜讯也同我一样,又惊又喜,连夸我好样的。因为他知道,凭这个成绩是可以拿年级第一名的。果然如他所料,我获得六年级组个人第一名,我们班获得六年级组团体第二名。
参加这次比赛,我收获很大,它不但培养了团体意识,而且检验了我们的体能和技能,还让我体验了一次发挥潜能、挑战极限的乐趣。
设计意图:
通过例文的引导,让学生明确这次场面描写的写法,如何点面结合写才能将文章写得精彩。
五、小组交流。
1.讨论习作内容及构思。
2.小组汇报自己准备写的内容,介绍自己是如何构思的。
设计意图:
小组通过交流学习写作手法。
六、为了把场面写生动,可以运用一些好词佳句。
出示课件4
1.积累与场面描写有关的词语。
(1)描写场面的词语:热火朝天　人头攒动　熙熙攘攘　比肩接踵　热闹非凡
(2)描写人物神态的词语:满面春风　愁眉苦脸　哭笑不得　笑逐颜开　龇牙咧嘴
(3)描写人物动作的词语:手舞足蹈　大摇大摆　昂首阔步　手忙脚乱　抓耳挠腮
(4)描写人物语言的词语:口若悬河　滔滔不绝　吞吞吐吐　自言自语　妙语连珠
2.恰当运用一些四字词语,为文章增色。
设计意图:
给出学生一些四字词语,引导学生把文章写得精彩。
七、学生习作。
【板书设计】
多彩的活动
面(略)——概括描写,顾及全局
点(详)——详细描写,突出重点
(抓住人物的外貌、语言、动作、神态、心理来写)
第二课时
【课时目标】
点评习作。
【教学过程】
一、明确要求。
1.出示课件5,再次明确习作要求。
本次习作要求写一次活动,其实就是要求写一个场面,场面描写要求我们在写作文的时候,注重点面结合,写面的时候,我们要略写,写点的时候,我们要重点抓住某一个或几个人物的神态、语言、动作等。
2.总结学生的习作情况。
二、点评习作。
1.出示课件6,指名读优秀的习作。
2.学生自由发言,说说这篇习作好在哪里。(学生可以从用词准确、构思巧妙、描写到位等方面来说)
3.出示课件7,出示有问题的习作,评论这篇习作该怎样修改。
4.出示课件8,师总结修改意见。
三、同桌互评,修改习作。
出示课件9,明确习作评价标准,同桌互相评价习作,给出修改意见。
四、小组交流习作的修改方法。
小组内成员互相交换习作,学习交流,收获更好的修改意见和写作方法。
五、学生自己修改习作。







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