《火烧云》教学设计.pdf

火烧云教学设计教学目标1、理解课文内容，了解火烧云的绚丽多彩和美妙奇异，激发学生热爱自然、观察自然的兴趣。2、学习作者观察事物和积累材料的方法。3、学习生字词，积累好词佳句。4、有感情地朗读课文，背诵课文喜欢的段落。教学重点1、了解课文是怎样写火烧云颜色和形状的变化的。2、学习作者观察事物和积累材料的方法。教学过程一、激情导入，培养兴趣1、老师朗读小诗，并由学生给小诗加上一个题目。2、什么是火烧云呢？课前我让同学搜集跟火烧云有关的资料，有谁搜集到了，愿意拿出来跟大家分享。3、火烧云这一景象好美呀！曾经是多少文人墨客笔下的宠儿。现代女作家萧红也用她手中的妙笔，向我们展示了一幅夕阳西下的火烧云瑰丽壮景。这节课我们来学习（板书：火烧云）二、自读课文，理清顺序轻声自由读课文。完成小黑板上的问题：作者是按照什么顺序描写火烧云的？（“上来了变化着下去了”师板书。）三、细品课文，读中感悟1、学习第一自然段。学生自读课文。师：火烧云上来时是怎样的情景呢？文章的第一自然段向我们展示了这幅场景，同学们齐读，感受一下晚霞的神奇。师：哪个词最能突出老人当时的心情？（笑盈盈），你试想一下当时老人是什么心情？（喜悦）师：火烧云上来了，在霞光的照耀下，大地呈现出绚丽的景象。不过，更壮观的景象还在后面呢！2、学习第 2 自然段。学生齐读。师：听了这一自然段，火烧云的变化给你留下了什么印象？（快）从哪体现出来的？（四个一会儿，突出颜色变化快）师：如果不用“烧”，而用“一直红到”好不好，为什么？（“烧”字不但写出了颜色，而且表现了火烧云的动态美，把云写活了，“烧“字用得精当、生动。）3、学习第 3 自然段。学生齐读。师：火教师示范读。要求并回答大屏幕问题：这一段中主要描写了火烧云的哪些特点？（颜色变化）看看描写火烧云时作者共用了多少种颜色？师：你还能说出其他的颜色吗？学生自由回答。教师指名读第三自然段，指导学生朗读。文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 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ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6师：火烧云美不美呀，这么多的颜色，那你能用一个成语来形容它吗？（五颜六色、五光十色，五彩缤纷，绚丽多彩等）4、学习第 46 自然段。师：火烧云除了颜色变化多端，还有更神奇的在后面呢！听老师读课文，寻找一下吧！学生自读课文。师：在作者眼里，火烧云的形状像什么？（马、狗、狮子）这四至六自然段都是按什么顺序来写的？（先写出现了，像什么，后来又变化了，不像了，便消失了）师：那好，就请同学们按这个顺序说一说火烧云的形状是怎样变化的？用你们自己的语言描述一下？会画的可以画出来。小组交流，讨论。每组学生上台展示、总结。教师总结。师：那除了作者向我们描述的几种美丽画面外，你们还能想象出其他的画面吗？展开你丰富的联想吧！学生自由想象。老师读课文。5、学习第 7 自然段。学生自由读。师：通过阅读，你能体会当时人们的心情吗？（余兴未尽，依依不舍）师：就让我们也带着这样的情感，再一次齐读这篇课文吧！文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 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ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6四、总结学法，赏读课文。师：火烧云的变化是美丽的，瞬间的，但在作者的笔下却成了永恒，你们知道为什么吗？写作方法：仔细观察，发挥想象，注意积累师：让我们再来回味一下火烧云的神奇与美丽，选择你最喜爱的一段，用最饱满的感情读一读，然后把它背下来。师：烧云美不美呀，那读了这一段，你认为它美在哪里啊？学生自由回答。板书设计：火烧云上来了：霞光满天颜 色：变化多变化着：大自然的壮美形 状：变化快下去了：恍恍惚惚文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 ZQ3X6N7E1I6文档编码:CB2O1Z10C6N7 HA8E8N5C9Y7 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