人教（部编版）六年级上册语文-第三单元 习作：让生活更美好 教案

习作:　　　　让生活更美好?
【教学目标】
知识与能力:
通过生动的描述,感受生活的美好。
过程与方法:
仔细观察生活,体验生活。
情感态度与价值观:
热爱生活,感受到生活的精彩。
【教学重难点】
通过具体事来感悟生活的美好。
【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。
生活是美好的,仔细观察生活,认真体验生活,精彩无处不在。这精彩使人感动,给人带来启发,让人久久不能忘怀。今天要写的习作是“　　　　让生活更美好”。(板书)?
设计意图:
初步感悟生活的美好,进入课题。
二、明确习作目标。
出示课件1:习作题目及要求。
1.习作题目:“　　　　让生活更美好”(美食、旅行、梦想、创意、集邮、阅读、种花、诚信)?
2.习作要求:它是怎样影响你的生活的?可以通过哪件事来体现这样的影响?
三、习作指导。
1.首先在题目横线上补充相应的词语。
2.出示课件2,确定好题目后,想想可以通过哪件事来体现这样的影响。
选材的时候,要把生活的精彩描绘出来,需要用厚实的语言功底生动叙述,情真意切;还可以采用多种修辞手法,使语言更具魅力。
四、小组交流。
1.学生交流,选择一个方面,说说应该如何叙述。
2.学生汇报。
3.出示课件3,教师点拨。
举例:
美食方面:可以写一种美食,也可以写多种美食。
旅游方面:写旅游的美景及给我带来的乐趣。
种花方面:写花儿的美丽(形状、颜色、清香)及花儿使我们的生活变得美好。
诚信方面:选择生活中遇到的与诚信有关的事情。
阅读方面:读书让我增长了知识,开阔了视野,写读书的故事。
种花:写种子发芽、开花,写自己的成就感、喜悦感。
设计意图:
教师从多方面来引导学生,拓展学生的思维。
五、习作范文。
美食让生活更美好
人间美味那是数不胜数,在众多美食中,我最喜欢小笼包了。
我左盼右盼,终于盼到了周末。我缠着爸爸妈妈来到小吃店,点了四屉小笼包。小笼包上桌了,一个个白生生的,里面好像有一包汁水。小笼包小巧玲珑,形似“宝塔”,呈半透明状,晶莹透黄,一般一笼里面有十个小笼包,每个都圆鼓鼓的,像一个个小雪球似的,只不过上面有一道道凹凸不平的褶儿。刚出锅的小笼包散发出一丝淡淡的香气,我被这香气熏得如痴如醉。
我用筷子小心翼翼地夹起一个小笼包,轻咬了一口,汁水就像千军万马似的往我嘴里跑。我把它蘸一点醋,轻轻放进嘴里,肉馅又松又软,一嚼,它的肉就一下子松了下来,鲜味十足。我狼吞虎咽地吃了起来。一屉小笼包一下子就被我吃光了。我摸了摸鼓鼓的小肚子,舔舔嘴,余兴未了……怎么样,心动了?那就来找我吧!我一定带你开开眼界、饱饱口福。
设计意图:
范文引导,让学生借鉴写作手法。
六、学生习作。
【板书设计】
　　　　让生活更美好?
内容:美食、旅行、梦想、创意、集邮、阅读、种花、诚信
要求:通过叙述一件事体现出它是怎么影响你的生活的。
第二课时
【课时目标】
1.对照要求检查习作。
2.通过交流与讨论,发现习作的不足之处,并认真修改。
3.养成修改习作的良好习惯。
【教学过程】
一、回忆习作要求。
出示课件4,帮助学生回忆本单元的习作要求。
二、朗读佳作。
出示课件5:学生例文
1.学生说说这篇习作,有哪些地方值得我们借鉴。
(说说自己的见解。)
2.例文是如何将事例写具体的?
三、出示课件6:有问题的习作。
1.教师读文,说说该如何修改。
2.小组交流修改的方法。
3.师生共同修改。
四、同桌互评,修改习作。
出示课件7,明确习作评价标准,同桌互相评价习作,给出修改意见。
五、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。
六、学生自己来修改习作。







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