9竹节人 教案

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AA==
9　竹　节　人
【教学目标】
知识与能力:
会写14个生字,有感情地朗读课文。
过程与方法:
从竹节人的制作、有趣、老师玩竹节人三个方面去学习课文。
情感态度与价值观:
感悟童年生活的快乐。
【教学重难点】
采用不同的阅读方法,感悟作者童年的快乐。
【学生准备】
自己喜欢的玩具。
【教学准备】多媒体课件
【课时安排】2课时
第一课时
【课时目标】
整体感知课文内容;感悟玩具的有趣。
【教学过程】
一、谈话激趣、导入新课。
1.同学们,你们平时喜欢玩什么玩具呢?怎么玩呢?有趣吗?(学生举手发言,介绍自己平时玩的玩具,教师引导说出玩具怎么有趣。)
2.今天老师再带大家玩一种新玩具——竹节人。(师板书课题)
设计意图:
由大家感兴趣的玩具导入课文,很快激发了学生的兴趣,也引入了课文的学习,一举两得。
二、检查字词,整体感知。
1.出示课件1,学生读文,要求读准课文,读通句子,不认识的字查字典。
2.出示课件2,通过读文你知道了什么?师用课件引导学生理清文章脉络。
(第1—3自然段)竹节人的制作过程。
(第4—19自然段)玩具给“我们”带来的乐趣。
(第20—29自然段)老师没收玩具并玩玩具。
3.出示课件3,了解课文的主要内容。课文主要讲了竹节人的做法、玩具给“我们”带来的乐趣以及老师没收玩具并玩玩具的事情。
设计意图:
只有让学生整体把握文章内容,理清文章脉络,才能为后面关注不同的内容、不同的阅读方法打下基础。
三、竹节人的有趣。
1.出示课件4,自学提示:竹节人是怎么玩的?怎样有趣呢?在文中找出相关句子。
2.学生自学并交流。
3.师点拨:
①如何玩?第8、9自然段:把穿着九个竹节的鞋线……不知疲倦,也永不会倒下。
②有趣:线卡住,呆头呆脑净挨揍;系上冰棍棒,就成了孙悟空;装上钩针,就成了窦尔敦……破课桌成了叱咤风云的古战场。
4.作者是怎样把“玩”竹节人写具体的?细读课文的第二部分。
设计意图:
先引导学生学习竹节人的有趣,并感悟这种写法。
四、拓展练习。
1.竹节人这么有趣,那么你也仿照课文中的写法,说说你手中的玩具怎样有趣吧。
2.教师适时点拨,随机请几个学生上台说一说。
设计意图:
大家介绍自己手中的玩具,既是学以致用,又是对交际能力的一种培养。
五、课堂小结。
这节课我们学习了竹节人的有趣,那么它是如何制作的呢?课后大家仔细观察、研究,下节课告诉老师它是怎么做的,好吗?
设计意图:
既总结了全文,又为下节课的学习做准备。
第二课时
【课时目标】
学习竹节人的制作及老师玩竹节人的故事,感悟童年生活的快乐。
【教学过程】
一、复习导入。
1.同学们,上节课我们一起感悟了竹节人的有趣,(板书:有趣)但同一篇课文,阅读的目的不同,关注的内容、采用的阅读方法等也会有所不同。
2.出示课件5,请同学们阅读第36页的阅读提示。
设计意图:
复习导入,既复习了上节课的学习内容又可以自然地引入这一节课的学习重点。
二、玩具制作。(板书)
1.出示课件6,读第3自然段,课文中是怎样写玩具制作的?
2.仔细读文。
三、老师玩竹节人。(板书)
1.出示课件7,自学提示:读课文(第20—29自然段)说说老师玩竹节人的起因、经过、结果。
(同桌互相说一说)
2.故事的起因:“我”和同桌玩玩具,被老师没收。
经过:老师入迷地玩玩具。
结果:“我们”心满意足地离开。
3.说说你印象中的一个老师,说说你与老师之间发生的故事。(小组交流)
4.请小组代表说一说。
5.老师鼓励学生们大胆发言,为讲得好的同学鼓掌。
设计意图:
培养学生的语言表达能力,为习作做准备。
四、课堂小结。
同学们,同一篇课文,阅读的目的不同,关注的内容、采用的阅读方法等也会有所不同。这篇课文我们可以从三方面来关注,那么我们的收获也会不一样,所以我们在学习一篇文章的时候,可以从多方面来关注,你将会有事半功倍的效果。
【板书设计】







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