《老树的故事》教学设计.pdf

教学设计一、教学目标：知识目标：1.指导学生正确流利的朗读小诗，练习读出发问的语气。2.随文认读 7 个词语和 10 个生字，会写 6 个生字。能力目标：1.通过对老树的提问，鼓励学生展开想象大胆提问。2.在朗读的基础上背诵小诗。情感目标：感受儿童诗的情趣，感受人与大自然和谐相处的美好。二、教学重难点教学重点：1.指导学生正确流利的朗读小诗，练习读出发问的语气。2.随文认读 7 个词语和 10 个生字。教学难点：通过对老树的提问，鼓励学生展开想象大胆提问四、教学准备：树叶形的生字卡片 PPT 三、教学流程：（一）创设情境，激趣导入1.师：出示“植物”词语，今天我们一起学习第四单元，请孩子们读：植物（指导学生读准字音）问：生活中你们见到过哪些植物？用一句话说说，用上：我喜欢因为（让学生各抒己见）多媒体出示：老树图师：今天老师给孩子们带来了一位老树爷爷，让生观察图后问：你怎么知道它是老树？让学生各抒己见，师再总结。（从老树的相貌上去说）接着师引：看到这棵老树你有问题问吗？让学生提问，最后再出示课题，生感情读课题，问：谁的故事？老树的什么？师随机教“老”字，教完再读课题。师板书课题。2.听录音读课文，边听边想：丁丁是怎样问老树爷爷的？（了解课文的大概内容，了解问句），二、多种形式学习生字1、师：这一课的生字宝宝有点多，请孩子们借助拼音自己拼读生字条里的生字，看看哪些字的读音需要提醒。2、抽同桌的学生上台领读生字，小组的孩子用手指着生字读，比赛读。（这一环节的口令是：左手压，右手指，学生按老师的口令进行认读生字，加强对生字的记忆。）3、同桌互相检查，师再次检查不能正确读生字的学生，让同桌的学生教读来完成。4、小老师上台教读生字，学生提醒生字的读音。（这一环节的教学口令是：我提醒的字是：，因为这个字是翘舌音，请大家跟我读，学生教读生字两遍，其余学生跟着读两遍。）5、开火车读生字，要求组词读。（这一环节的口令是：火车火车开到哪？学生拍手回答：火车火车开到第一或第几小组，然后再请小组的孩子拼读生并组词。）6，师：老树爷爷看孩子们学得挺认真的，它有奖品送给你们，愿意要吗？做摘树叶宝宝生字游戏。（游戏方法是：把该课的生字贴在黑板上，让学生跟着读，接着请学生上台摘下卡片，拿在手里教其他学文档编码:CZ3I8T1T9R5 HC1P9P5P6O10 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ZI10M3R3O10S6文档编码:CZ3I8T1T9R5 HC1P9P5P6O10 ZI10M3R3O10S6生读，随即老师便把该字的卡片送给学生。）三、读读儿歌互欣赏1、师：这些字宝宝玩累了，要回到课文中了，这篇课文很美，孩子们会读吗？翻书 18 页，自己大声读课文，注意读准字音，读通句子。（学生大声朗读课文，师巡视检查。）2、师：孩子们读得这么认真。老师也想来读一读。老师在读时你应该注意什么？师范读课文后，问：老师读得怎样？好在哪里？让学生明白读书要读得有感情，流利，大声。全班模仿老师朗读课文。3、快速浏览课文，课文一共有几节？让学生数，学生找到后用铅笔标出来。请学生挑战读课文。（教学口令是：我比同学读得更大声，读得更流利，读得更有感情。）4、学习课文内容。师出示第一小节师引：你们的学习伙伴丁丁也来到了我们的课堂，丁丁问了老树几个问题？让生找带“？”的句子。请学生读这些句子，师出示生字卡片：“这么大”指导学生读出大的语气来，并贴在黑板上，接着再出示卡片“一百岁”师教读问：人活到一百岁怎么样了？让学生结合生活实际来说说（比如：腿脚不方便，耳朵不灵敏等）接着让生模仿丁丁问老树爷爷，让生动作模仿一百岁的老树爷爷回答。（这一教学环节请两组学生来回答）最后全班学生模仿读，再分角色读，读出问的语气。教师再出示生字卡片“百”教写该字，让生观察该字的字形结构，并让学生书空该字。学习第二小节师引：丁丁又问了老树什么问题？你在课文中找到了文档编码:CZ3I8T1T9R5 HC1P9P5P6O10 ZI10M3R3O10S6文档编码:CZ3I8T1T9R5 HC1P9P5P6O10 ZI10M3R3O10S6文档编码:CZ3I8T1T9R5 HC1P9P5P6O10 ZI10M3R3O10S6文档编码:CZ3I8T1T9R5 HC1P9P5P6O10 ZI10M3R3O10S6文档编码:CZ3I8T1T9R5 HC1P9P5P6O10 ZI10M3R3O10S6文档编码:CZ3I8T1T9R5 HC1P9P5P6O10 ZI10M3R3O10S6文档编码:CZ3I8T1T9R5 HC1P9P5P6O10 ZI10M3R3O10S6文档编码:CZ3I8T1T9R5 HC1P9P5P6O10 ZI10M3R3O10S6文档编码:CZ3I8T1T9R5 HC1P9P5P6O10 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