六年级上册语文第四单元 习作：笔尖流出的故事 教案

习作:笔尖流出的故事
【教学目标】
知识与能力:
鼓励学生大胆地想象,培养学生的想象力和创造力。
过程与方法:
引导学生如何想象,并把想象的内容具体、清楚地表达出来。
情感态度与价值观:
培养学生创造思维的能力及口语表达能力。
【教学重难点】
1.激发想象欲望。
2.引导学生展开丰富的想象并清楚地表达出来。
【教学准备】多媒体课件
【课时安排】2课时
第一课时
【课时目标】
大胆想象,初步构思习作结构。
【教学过程】
一、导入新课。
本单元学习的几个故事情节较为曲折,有较鲜明的人物形象,但都是虚构的,这节课让我们也来创编一个故事吧。
设计意图:
由本单元的训练要点导入新课。
二、明确习作目标。
出示课件1,学生明确习作目标。
1.提供了三组环境和人物,从中选择一组或自己创设一组,展开丰富的想象进行习作。
2.展开想象,尽可能地把故事写得吸引人。
三、习作指导。
为了减缓训练的坡度,教师在指导学生写习作时,采取由扶到放的方法,逐步提高学生的写作能力。
1.出示课件2:指导学生根据提供的材料写想象习作。
第一组:开满丁香花的校园里,可能是淘气包张明做了坏事,班长严厉地批评张明,淘气包不服气,而年轻的班主任教导有方,让淘气包心服口服地低下了头。学生展开丰富的想象,写成一篇完整的文章。
2.出示课件3:启发引导,开拓思路。
教师构思指导时,引导学生在求异思维上下功夫。让学生明白:同一个环境,同一个人或物,情节结构的安排也可以多种多样。
3.出示课件4:小组讨论第二组和第三组提供的材料。
第二组:可能在街头,少年陆天和志愿者徐明在帮助交警维护交通秩序。
第三组:在村庄里,爷爷的儿女们常年不在家,爷爷体弱多病,需要人照顾,铁蛋和表哥照顾爷爷,帮爷爷买药、倒水等。
4.小组汇报,并说说第几组的情节更吸引人,故事更加生动,人物形象更加鲜明。
设计意图:
根据课文给的材料,引导学生大胆想象。
四、学生习作。
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,并认真修改。
3.养成修改习作的好习惯。
【教学过程】
一、出示习作要求。
出示课件5:
说说故事是否完整;是否添加了环境描写;是否加入了人物的语言、动作和心理描写使人物形象更鲜明。
二、出示佳作。
出示课件6:
1.说说这篇文章精彩的地方在哪里。
2.学生发表自己的见解。(可以是精彩语句,可以是环境描写,也可以是准确的用词等。)
三、指导修改,完善习作。
1.出示课件7,提出修改要求,学生自改习作。
(1)是否有错别字和病句?
(2)想象是否合理?情节是否生动曲折?
(3)你的习作是否能给人以某种启迪?
2.分小组互批互改。
3.课堂交流。学生说说自己是如何修改的。
4.对通过自己的修改,习作有明显进步的同学给予鼓励,进一步调动学生修改习作的积极性。
四、同桌互评,修改习作。
出示课件8,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、学生修改习作。
【板书设计】
习作:笔尖流出的故事
故事写完整　丰富的想象
环境、人物的语言、动作、心理活动描写







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