小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案优秀(28篇)

作为一位兢兢业业的人民教师,常常要写一份优秀的教案,教案是保证教学取得成功、提高教学质量的基本条件。优秀的教案都具备一些什么特点呢?又该怎么写呢?以下是小编为大家收集的教案范文,仅供参考,大家一起来看看吧。

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇一

1、正确、流利的朗读课文,能够表演这个故事。

2、理解课文内容,了解壁虎、小鱼、黄牛、燕子尾巴的用途和壁虎尾巴可以再生的特点。

3、正确认读本课十六个生字,会写六个生字。

读好对话的不同语气,了解动物尾巴的作用

熟练认字,熟读课文,体会对话的不同语气。

两课时

师出示谜语:活动地盘在墙壁,专门收拾飞蚊虫,尾断无碍会再生,医学名称是守宫。

师:这节课我们就学一个关于小壁虎的故事,请同学们看录像《小壁虎借尾巴》。

自读(学生自己想办法扫除字音障碍,利于培养自主阅读的能力)

师:课文没有注音,怎样才能读懂这个故事呢?学生联系以前的经验自己想办法。(看图、查生字表、猜读或请教别人)

学生活动:同桌互相检查读文,重点看字音是否读准确,句子是否读通顺。

师:同学们汇报自己新认识的字,并说出自己是怎样认识的

指名当小老师领读读得准的词语,并提醒大家应注意的地方

师提问:1、小壁虎的尾巴哪去了?小壁虎为什么自己把尾巴挣断了?

生读书,思考,回答。

2、小壁虎都向谁去借尾巴?它是怎样说的?借到了吗?

生读书,思考、回答,互相补充,师适时点拨。

3、重点指导第三自然段,读好小壁虎和小鱼对话的语气。

课件出示句子:小鱼姐姐,您把尾巴借给我行吗?

小鱼,把尾巴借给我。

通过比较朗读,学生体会出小壁虎说话很有礼貌,语气略带请求。

4、小鱼为什么不把尾巴借给小壁虎?学生做动作理解"拨",体会小鱼的心情。练习有感情的朗读对话。

5、方法迁移,学生练习分角色读好小壁虎和黄牛、燕子的对话。

评价(自评和互评结合,培养学生阅读欣赏和评价能力)

学生带头饰分角色表演对话,先自评然后请大家评价。

小壁虎向谁借尾巴了?为什么没借到?先指名概括的说说,再选择自己喜欢的段落读一读。

1、小壁虎借不到尾巴,心里很难过,只好爬回家里找妈妈,结果怎么样?为什么?

2、指导朗读:小壁虎这时的心情可高兴了,它的话该怎么读?(学生自由读、指名读、全班评读、齐读)

表演(童话表演不仅帮助学生深入理解课文,还有助于培养他们的合作精神)

1、分角色朗读全文。

2、以小组为单位,小组长分配角色,学生进行创造性表演。(熟悉角色,加上表情动作练习排练。)

3、分组表演,全班评议改进。

(评议标准:表演的连贯性;角色的表情语气是否恰当。)

拓展(多种形式的练习设计,激发学生参与合作的积极性)

小壁虎还会向谁去借尾巴呢?模仿文中的说法结合查找的资料,再续说一两个自然段。

大千世界,无奇不有,让我们把收集到的资料读给大家听听,看看动物的尾巴都有什么作用。

生汇报交流。

生教,生纠错,师适时点拨。重点教学"身"字。

师:每个汉字都是很美的,每个字都要讲究横平竖直,都讲究"匀称".旧像一个人一样,各个器官的大小、位置都恰倒好处,非常和谐,所以,我们不仅要把字写对,更要写好看。

小壁虎借尾巴

向小鱼借

向老牛借

向燕子借

长出尾巴

在教学《小壁虎借尾巴》一课时,根据低年级学生爱幻想,常把物体拟人化的特点,我先利用多媒体课件呈现出课文的动画,学生被优美的图像所吸引,学习热情随之高涨起来,我抓住学生热情较高的有机时机进行教学。在学习过程中课件中展出了小燕子、小鱼和老黄牛的尾巴是怎样摆动的,学生通过观察形象直观的图象,知道了这三中小动物尾巴的作用。同学们观察得非常仔细,在仔细的观察中,发现了小壁虎的尾巴的特点:遇到危险时会自己切断尾巴,保护自己,过一段时间,尾巴可以再生。

苏霍姆林斯基在《给教师的建议》中提到:"观察是认识的出发点,是智慧的最重要的能源,是正常思维的必要条件。"小学生存在着注意力分散,缺乏一定的目的意识支配,带有情绪性。而多媒体技术为学生提供了丰富的图文音像资料,鲜艳的色彩,生动活泼的界面,逼真的音响效果,使学生对学习产生了浓厚的兴趣,并且使注意力持续时间延长,利于学生的深度观察与发现。

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇二

1、会认“壁、借”等15个生字,会写“孩、爬、姐”等10个生字。

2、学会新的偏旁,理解词语,会准确运用,并认识多音字。

3、进一步了解一些动物尾巴的作用。

识字和写字。

课件

2课时。

一、回顾全文,导入新课

孩子们,上节课你们已学习了《小壁虎借尾巴》的课文,这节课,我们继续来学习《小壁虎借尾巴》。请你们伸出小手和我一起板书课题。齐读课题

这是一篇很有趣的童话,请你们快速把书翻到103页,再有感情地朗读课文,边读边想:读了课文,你知道了什么?(生读)

从你们的表情上,我看出你们很喜欢这篇童话,那谁愿意说说,读了课文你都知道了什么?(真会读书)

读了课文知道了这么多动物尾巴的用处,那你们还知道其他动物尾巴的用处吗?懂得的知识可真多,看得出你们很爱学习。

二、 识记生字,指导书写

孩子们,学习了课文,你们一定认识了许多的字宝宝,不知道有没有和它们交手朋友?一起来看看谁交的朋友多。

(一)检查识字情况

1、(出示词语)字宝宝和它的伙伴来了,看认识它们吗?齐声叫出它们的名字好吗?

2、了不起,交上了这么多朋友,我们男女生比赛读一读,看哪组读得更准确?

3、字宝宝送走了伙伴,要和你们单独见面了,还能叫出它们的名字吗?(出示认识的字)齐读

4、字音准确,你们已经是朋友了。接下来开火车领读,读时给字组个词。看谁读得流利,说得准确?

5、真聪明。孩子们,知道吗?在这些字宝宝中,“角、尾、转”字有两个音,“吗”字有三个音。像这样的一个字有两个或两个以上音的字,我们把它叫多音字。我们再来认识认识它们。(出示)齐读

“尾、吗”这两个字的其它音我们不常用,今天先不认识了,如果你有兴趣也可以课后回家查字典学习。

这些字隐藏到两句话中了,还能记得请,读得准吗?(轻声读,指名读)

6、你们真棒!交了这么多的朋友,结交新朋友,别忘老朋友。课文中还有一些朋友,能叫出它们的名字吗?(课件出示字)这是我们今天要学会写的字。轻声读读,齐读

读得准确,接下来开火车读,边读边组词,选字说话。

(二)识记生字

1、知道它们的名字,很了不起。但怎样记住这些字呢?我们先仔细观察这些字,看看它们的结构上有什么特点?给它们分分类。(指名分类)

2、归好类,便于我们观察。你有什么好方法记住它们吗?快说给大家听听。你想用什么方法记住哪个字?

(换偏旁熟字组合歌诀)指名汇报

你们的方法可真多,是善于动脑的孩子,就用你喜欢的方式记住它们吧。

(三)指导书写

既然交了新朋友,那我们给它们照个像,留个影吧。看谁的摄影水平高?

(出示要写的字“爬、姐、孩”)先给这几个照照吧。

1、先认识一个新偏旁“子”字旁。

(课件出示“子”与“孩”)请认真观察,“子”字做偏旁时发生了什么变化?

生汇报,师强调(“子”独体字,占田字格中间写,做偏旁时在左半格,横变成了提)

看“子”字旁怎么写,认真观察笔顺,一起书空。在本子上描写后再写一个。

2、再请大家认真观察“孩”字笔顺,说说在书写时还应注意什么?

汇报师强调(左右结构的字,写时左窄右宽,左右要紧密些。右面对横撇收笔在横中线上,下面两撇写时,之间的距离不能太近)

和老师一起写“孩”字,师范写,生书空写。看后在本子上描写,再在第一格写一个。

3、学习“姐”字。

“子”字旁写时发生了变化,“女”字做偏旁也发生了变化。(出示“女”和“姐”)谁了说说有什么变化?

再看“姐”的笔顺,说说这个字在写时还要注意什么?

汇报,师强调(左右紧密,右面的且下横要长,两边出头)

师范写,生说笔顺。看后描写,再在第一格写一个。师巡视,提醒重点笔画的写法和位置。再写一个,看有没有进步。

4、学习“爬”

认真观察这个字的笔顺,一起书空。说说这个字写时,哪笔最重要?

汇报,师强调(这是左下包围的字,写时“爪”的一捺要长一些,托住“巴”字,“巴”字收笔写在横中线)

和老师一起写,师范写,生说笔顺。看后描写,再在第一格写。师巡视。指名板前写,生写后观察、评价。师帮助修改后,生再写一个。

5、其他的字指导

说说字需要注意到部分,再让学生自己写一个。

你们为字宝宝留下美丽的照片,它们可高兴了。你们高兴吗?

四、课堂延伸

看你们学得高兴,小壁虎又推着自选车来了,要你们把这篇文章里的好词语都装在这车里带回家。快行动吧,看谁的收获大。

找后读一读

五、总结

这节课的学习快乐吗?说说你们都有什么收获?

六、布置作业

1、、回家后把要求写的生字回家写,一个音,两个字,两个词。

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇三

1、借助图画独立读课文,遇到不认识的字画下来,想办法认记。

2、分小组互助读书,把课文读通读顺。全班交流:你们小组新认识了什么字?是用什么方法认识的?学生没说到的生字,教师可直接提出,让他们自己想办法认识。

3、重点指导读课题和第一幅图的文字,落实认读生字。

自由读课文,力求做到正确流利。检查反馈时,可以根据实际情况有重点有选择地范读或领读。读得正确流利以后,再引导读读想想,说说知道了什么。

1、读课文,说一说:

小壁虎为什么要借尾巴?

2、小壁虎向谁借尾巴了?

重点指导读第三自然段:

哪个自然段写小壁虎向小鱼借尾巴?读读看,他借到尾巴了吗?(没有)是不是他借尾巴时没有礼貌,所以小鱼不借给他?(不是)他借尾巴时是怎么说的?找出那句话来读一读,从哪里看出他有礼貌?指导朗读小壁虎说的话。这么有礼貌,为什么小鱼不把尾巴借给他呢?

分角色朗读小壁虎向小鱼借尾巴时的对话。

小组合作学习第四、五自然段。让学生先给自己提要求,再开始学习。

3、小壁虎借尾巴的结果怎么样?

出示图五:

看看没有借到尾巴的小壁虎怎么样?

指导朗读第六自然段的第一句话。

齐读第七自然段,读后讨论:

⑴从这个自然段中,你知道了什么?

(小壁虎又长出了一条新尾巴)

指导读好最后一句话。

⑵从这里你知道小壁虎的尾巴有什么特点?

4、交流续说:

根据自己知道的动物尾巴的知识,仿照课文第三至五自然段的写法,再续说一两个自然段。

5、巩固认记生字。

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇四

《小壁虎借尾巴》

《小壁虎借尾巴》这篇童话故事讲的是小壁虎向小鱼姐姐、黄牛伯伯、燕子阿姨借尾巴,因为他们各自尾巴都有用处所以没有借到。通过这个故事,学生认识到小鱼、黄牛、燕子尾巴的作用,了解小壁虎的尾巴有再生的特点。课文寓科普知识于生动有趣的故事情节之中,深入浅出,引人入胜,使孩子们即学习了科学知识,又受到了美的熏陶。文章反复采用相同的句式,叙述了不同的内容,既易于学生接受,有富有生活情趣,角色鲜明,非常适于朗读训练。

1、正确、流利的朗读课文,能够表演这个故事。

2、理解课文内容,了解壁虎、小鱼、黄牛、燕子尾巴的用途和壁虎尾巴可以再生的特点。

3、正确认读本课十六个生字,会写六个生字。

读好对话的不同语气,了解动物尾巴的`作用。

熟练认字,熟读课文,体会对话的不同语气。

教师准备:录像、课件、生字卡片、动物头饰。

学生准备:生字卡片、学生搜集有关动物尾巴的资料。

:两课时

一、激趣导入:

师出示谜语:活动地盘在墙壁,专门收拾飞蚊虫,尾断无碍会再生,医学名称是守宫。

师:这节课我们就学一个关于小壁虎的故事,请同学们看录像《小壁虎借尾巴》。

二、初读课文:

自读(学生自己想办法扫除字音障碍,利于培养自主阅读的能力)

师:课文没有注音,怎样才能读懂这个故事呢?学生联系以前的经验自己想办法。(看图、查生字表、猜读或请教别人)

学生活动:同桌互相检查读文,重点看字音是否读准确,句子是否读通顺。

师:同学们汇报自己新认识的字,并说出自己是怎样认识的(提倡有创意的识字方式,让学生体验到成功的喜悦)

指名当小老师领读读得准的词语,并提醒大家应注意的地方。

(师生角色互换让学生在主动参与和成功体验中释放出巨大的学习潜能,为今后自主学习打下坚实的基础)

三、图文对照读课文,理解课文。

师提问:

1、小壁虎的尾巴哪去了?小壁虎为什么自己把尾巴挣断了?

生读书,思考,回答。

2、小壁虎都向谁去借尾巴?它是怎样说的?借到了吗?

生读书,思考、回答,互相补充,师适时点拨。

3、重点指导第三自然段,读好小壁虎和小鱼对话的语气。

课件出示句子:小鱼姐姐,您把尾巴借给我行吗?

小鱼,把尾巴借给我。

通过比较朗读,学生体会出小壁虎说话很有礼貌,语气略带请求。

4、小鱼为什么不把尾巴借给小壁虎?学生做动作理解“拨水”,体会小鱼的心情。练习有感情的朗读对话。

5、方法迁移,学生练习分角色读好小壁虎和黄牛、燕子的对话。

评价(自评和互评结合,培养学生阅读欣赏和评价能力)

学生带头饰分角色表演对话,先自评然后请大家评价。

一、学生读说结合,再次感知读文。

二、回忆:小壁虎向谁借尾巴了?为什么没借到?先指名概括的说说,再选择自己喜欢的段落读一读。

三、学习7、8自然段,自读讨论:

1、小壁虎借不到尾巴,心里很难过,只好爬回家里找妈妈,结果怎么样?为什么?

2、指导朗读:小壁虎这时的心情可高兴了,它的话该怎么读?(学生自由读、指名读、全班评读、齐读)

表演(童话表演不仅帮助学生深入理解课文,还有助于培养他们的合作精神)

四、感悟全文,升华认识。

1、分角色朗读全文。

2、以小组为单位,小组长分配角色,学生进行创造性表演。(熟悉角色,加上表情动作练习排练。)

3、分组表演,全班评议改进。

(评议标准:表演的连贯性;角色的表情语气是否恰当。)

拓展(多种形式的练习设计,激发学生参与合作的积极性)

五、扩展练习,培养学生发散思维。

小壁虎还会向谁去借尾巴呢?模仿文中的说法结合查找的资料,再续说一两个自然段。

一、师:

大千世界,无奇不有,让我们把收集到的资料读给大家听听,看看动物的尾巴都有什么作用。

生汇报交流。

二、师:同学们把书翻到八十页,把你能写漂亮的教给大家。

生教,生纠错,师适时点拨。重点教学“身”字。

师:每个汉字都是很美的,每个字都要讲究横平竖直,都讲究“匀称”。旧像一个人一样,各个器官的大小、位置都恰倒好处,非常和谐,所以,我们不仅要把字写对,更要写好看。

三、同桌写给对方看,互相评价。找同学板演,大家评价。

四、生填写《写字》,师面批面改

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇五

1、会认“壁”“虎”等9个生字,会写“河”“姐”等6个字。

2、有感情地朗读课文,读好对话的不同语气。

3、初步了解一些动物尾巴的作用。

识字;读好对话的不同语气;了解动物尾巴的作用。

课件、生字卡片、动物头饰、动物图片、桃树(卡纸做)。

学生收集有关动物尾巴的资料。

2课时。

一、导入新课

小朋友,你们见过壁虎吗?(课件出示:小壁虎在墙上爬来爬去的画面)大家看,这个小东西就叫壁虎,你们看看它长什么样?知道为什么人们叫它壁虎吗?

(真聪明,它脚趾有吸盘,可以附在天花板和墙壁上爬行,经常在夜间出来捉蚊虫吃,是人类的好朋友。)

今天,我们就来学习《小壁虎借尾巴》这一课。

(板题,读题)

二、借助图画初读课文,创意识字

1、谈话:

篇课文是连环画故事,非常有趣,但是全文没有注音,小朋友们有信心把故事读下来吗?

2、学生借助图画初读课文,遇到不认识的字画下来,想办法认记。

3、小组互助读书:

先把刚才画出的不认识的字一起想办法认识,然后把课文读通顺。

4、全班交流:

你们小组新认识了什么字?是用什么方法认识的?

(如:看图猜字、联系句子猜字、熟字认新字、查看生字表)

5、课件展示词语(生字带拼音),请小老师带读。

6、交流记字方法:

你有没有好办法记住这些生字朋友的名字和样子?

7、课件展示词语(去掉拼音),齐读。

8、出示生字卡片:

开火车认读生字。

9、玩“摘桃子”的游戏

小朋友,现在我们的智慧小火车开到了梦幻桃园,(师出示结满桃子的“桃树”)桃树上的桃子又大又红,你们想要吗?不过,你得会读桃子上的生字。

三、朗读课文,整体感知

1、同桌按自然段分读课文,思考:

小壁虎为什么要借尾巴?向谁借尾巴?

2、指名回答小壁虎为什么要借尾巴。然后指

导读第1、2自然段,比比谁读得难过。

3、指名回答小壁虎向谁借过尾巴。相机在黑板上贴小鱼老牛、燕子的图片。

4、

小结:

小壁虎的尾巴断了,多难看哪,它向小鱼、老牛、燕子借尾巴,借到了吗?为什么?我们下节课再学。

四、课堂练习“读读说说”

听,(教师作倾听状)我们的学习小伙伴西西好像有话要说,哦,她说她这节课还学到了两个好词。一个是“游来游去”(贴词在小鱼图后),一个是“飞来飞去”(贴词在燕子图后)。你们也会说这样的词吗?比如:老牛____;还有其他的吗?

五、指导写字

1、学生认读“河”“姐”“借”,并玩“一字开花”(组词)。

2、学生观察,当小老师提醒大家该怎么写(注意讲出左右结构的字要写得左窄右宽女字旁的写法横变为提,不超过撇)。

3、教师范写,学生书空。

4、生在书上描红、练写这三个字。

六、作业

1、把这个故事读给爸爸、妈妈听。

2、在爸爸、妈妈的帮助下,收集有关动物尾巴的资料。

一、复习导入

1、今天,老师

给大家带来一则谜语,你们来猜猜看:像蛇不是蛇,身长四条腿,爬墙捉害虫,猜猜它是谁?

2、找好朋友,把这课生字读给对方听。

二、继续学习课文,感悟理解

1、朗读感悟第三自然段:

⑴出示课件(小壁虎向小鱼借尾巴的情景)问:这幅图画了什么?

(教师根据学生回答贴上小鱼图片)

⑵课文里哪个自然段写小壁虎向小鱼借尾巴?读读看,他借到尾巴了吗?

⑶读后交流:

他借到尾巴了吗?(没有)是不是他借尾巴时没有礼貌,小鱼不借给他?(不是)他借尾巴时是怎么说的?谁来读?

⑷指名读小壁虎的话。哪儿看出小壁虎有礼貌?然后指导朗读小壁虎的话。

⑸小壁虎这么有礼貌,小鱼为什么不把尾巴借给他呢?

(课件演示小鱼的拨水动作)板:摇尾巴──拨水。

⑹分角色朗读这段话。

2、方法迁移,感悟第四、五自然段:

谈话:

小壁虎向小鱼没有借到尾巴,又向谁去借呢?请用学习第三自然段的方法,小组合作读懂第四自然段。

⑴明确方法:

小组长,你们知道该怎么组织大家学习吗?

(先读一读第四自然段,然后讨论小壁虎借到尾巴了吗?为什么?最后分角色朗读这段话。)

⑵小组合作学习第四自然段。

⑶全班交流:

小壁虎向谁借到尾巴了吗?为什么?

(相机贴老牛图片,板:甩尾巴──赶蝇子)

⑷指名分角色朗读这段话,学生

评价。

⑸小朋友自己学习第五自然段。

⑹读后交流:

读完了这一自然段,你明白了什么?

(相机贴燕子图片,板:摆尾巴──掌握方向)

3、延伸拓展:

小壁虎借不到尾巴多伤心呀!它还会向谁借呢?他们会怎么说呢?

⑴小组练说:

借助收集来的资料,分小组说说小壁虎向其他动物借尾巴的故事,一个小组说一个。

⑵指名说。

4、学习故事结尾部分:

⑴没有借到尾巴的小壁虎怎么办呢?教师引读第六自然段。

⑵齐读第七自然段,读后讨论:

从这一自然段中,你知道了什么?

(课件出示课文最后一幅插图附句子:我又长出了一条新尾巴啦!)

导读好这句话。

小结:

壁虎的尾巴有再生的特点,不用借自己会长出来。

三、课堂演练,加深理解

1、选择自己喜欢的一段与同桌分角色朗读。

2、指名佩戴头饰上台表演。

四、指导写字

1、出示“呢”“呀”“哪”,让生认读。

2、让生观察后说一说这三个字在写法上有什么共同点。

(都有“口”字旁,“口”字旁应该写得小而高,三个字都要写得左窄右宽。)

3、请“最能看”的同学提醒大家写“呢”“呀”“哪”时还各应注意什么。师范写,生书空。

4、生在书上描红,练写2个,写完后让同桌

评价。

(写得漂亮的,给画上小红花)

五、作业

把这个故事讲给爸爸、妈妈听。

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇六

1.自主探索,了解小壁虎尾巴可以再生的特点及小鱼、老牛、燕子尾巴的用途,培养学生的自学能力和阅读能力。

2.在正确、流利、有感情朗读课文的基础上,通过课堂表演,加深对课文内容的理解,培养学生的口语表达能力。

一、揭示课题,复习旧知。

1.板书课题,围绕“借”提出问题

为什么要

向 谁→借→结果?

怎 样

2.观察课件演示,说说小壁虎为什么要借尾巴。说的时候尽量用上课文中的词句。

二、学习课文第3至第5自然段。

1.学生自读自悟,围绕提出的问题,在课文上批注。

(向谁借“△△”,怎样惜“______”,结果怎样“~~”。)

2.全班交流:你读懂了什么?(指名学生说,教师相机指导。)

例如:

生:我知道了小壁虎借不到尾巴。

师:你是怎么知道的?

生:(读)小鱼说:“不行啊,我要用尾巴拨水呢。”

老牛说:“不行啊,我要用尾巴赶蝇子呢。”

燕子说:“不行啊,我要用尾巴掌握方向呢。”

师:再读读这几句话,想想:小鱼、老牛、燕子为什么都不把尾巴借给小壁虎?

生:因为它们的尾巴各有用途,小鱼要用尾巴拨水,老牛要用尾巴赶蝇子,燕子要用尾巴掌握方向。

(教师利用课件演示,帮助理解动物尾巴的用途。)

生:小鱼不能把尾巴借给小壁虎,因为如果借给它,小鱼就没有尾巴了,它会沉到水里去的。

生:小壁虎那么小,老牛那么大,尾巴怎么接到小壁虎的身上呢?

(学生发表许多意见。)

师:同学们的想象非常丰富,相信大家经过努力,也能成为作家的。那么,你们读读看,小鱼、老牛、燕子的话该怎么读?为什么?

(学生有滋有味、摇头晃脑地读。)

(指名学生读,组织全班评议。)

(可从语气、语调、速度等方面结合动物的特点评议。)

3.小组分角色朗读第3至第5自然段。

4.小结延伸:小壁虎借不到尾巴,多伤心啊!假如小壁虎继续向其他动物借尾巴,它会来到什么地方?向谁借?怎样借?借到了没有?请同学们也来当当小作家,像课文那样,编故事。

(1)学生自由编。

(2)在小组里说、评、议。

(3)指名说,全班评议。

三、学习第6、第7自然段。

1.自读、讨论。

小壁虎借不到尾巴,心里很难过。它爬呀爬,爬回家里找妈妈。结果怎样呢?为什么?

2.指导朗读。

(1)小壁虎这时心里可高兴了,它说的话该怎么读?

(学生自由读。)

(2)指名读,全班评议。

(3)电脑课件录音朗读。

(4)全班齐读。

四、课堂演练,加深理解。

1.分角色朗读全文。

2.以小组为单位,小组长分配角色,学生进行创造性表演。

(1)熟悉角色,练习读,加上动作、神态。

(2)小组书练。

3.指名小组上台表演,全班评议、改进。评议依据:

(1)表演的连贯性。

(2)各角色设计的动作,说话的语速、语调、语气、表情等是否符合课文的要求。

五、课堂总结,课后延伸。

1.总结。

2.作业:续编故事。

小壁虎看见自己长出一条新尾巴,多么开心啊!它会告诉谁?请同学们插上想象的翅膀,编故事:

小壁虎会怎样把这件事告诉朋友呢?朋友又会对小壁虎说些什么呢?

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇七

1、会认8个生字,会写6个生字。

2、正确、流利、有感情地朗读课文,能读好人物对话时的不同语气。

3、初步认识一些小动物尾巴的作用。

教学重点:认字写字。

教学难点:初步认识一些小动物尾巴的作用;积累表示两个连续动作的动词。

以读代讲、读中感悟以及与实际生活相联系

挂图、生字卡片、动物头饰、动物图片

两课时

第一课时

同学们,你们见过壁虎吗?今天,我们就来学习一篇与壁虎有关的文章《小壁虎借尾巴》。

板书课题,齐读。

(二)、初读课文,认识生字

1、借助图画独立读课文,同桌之间互相提醒字的读音,注意平舌音和翘舌音。

2、分小组互助读书,把课文读通顺。全班交流:你们小组新认识了什么字?是怎么认识的 ?(学生没说到的,教师及时提醒。)

3、出示词语卡片(带拼音):

小壁虎 借尾巴 蚊子 一条蛇 逃走 难过 姐姐 新尾巴

⑴、指名读,齐读。

⑵、去掉拼音再读。

4、出示生字卡片,开火车读生字。

(三)、初读课文,整体感知

1、小壁虎向谁借尾巴?它借到了吗?请同学们带着这个问题自由读课文。

2、指名回答,学生回答时,教师相机贴出动物图片。

(四)、再读课文,读中感悟

1、小壁虎的尾巴断了很难看时,它的心情怎样?(伤心、难过)那就请你们难过地读一读,看谁读得最难过。(指名读,齐读。)

2、小壁虎向谁借了尾巴?(自由读第三段。)读小壁虎说的话,看谁读得最好。

3、读得真好,这么有礼貌!从哪个词语看出来它很有礼貌?为什么小鱼不把尾巴借给它呢?出示练习:小鱼的尾巴要用来 。学生填空。

4、对,小鱼的尾巴是用来拨水的,请你们用手做做拨水的动作。

小结:如果尾巴没了,小鱼就会淹死,所以它不能把尾巴借给小壁虎。

5、分角色朗读小壁虎与小鱼的话,教师范读,男女生分读。

(五)、指导写字

1、学生认读生字,观察特点,并说一说他们在田字格中的位置。

2、教师范写,学生书空。

3、学生描红、练习临摹。

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇八

1、了解小壁虎尾巴易断、可以再生的特点,及小鱼、燕子、老牛等尾巴的特点。2、在语感训练和表演中深入理解课文内容。3、培养学生的口语表达能力和想象能力

会认9个生字,会写6个生字。正确流利地、有感情地朗读课文,了解一些动物尾巴的作用。

理解壁虎尾巴的功能以及可以再生的特点。

图片、生字卡。课时安排:2课时。

第一课时

一、创设情境,导入新课今天,我给你们带来一份礼物,想知道是什么吗?……通过谈话揭示课题,板书课题。然后听读课文,学生闭上眼睛想象情景。

二、初读课文,学习生字这节课,我们就来学习小壁虎借尾巴的故事。1、借助图画自由读课文,遇到不认识的字圈出来,想办法认识。2、同桌互读课文,比比谁读得最通顺。3、出示词语,检查认读情况。(先带拼音认读,再去掉拼音认读)学生先自由读、指名读,齐读、开火车读。

三、再读课文,整体感知1、小壁虎向谁借尾巴了?借到了吗?请大家带着问题再读课文。2、指名回答。板书:小鱼、老牛、燕子。小壁虎为什么借不到尾巴呢?让我们跟着小壁虎一起去看看吧!3、学习第3小节(出示小鱼图及第3段的文字)小壁虎是怎么说的,找出小壁虎说的话,读一读。哪位小朋友也能很有礼貌地替小壁虎向小鱼姐姐借借尾巴呢?小壁虎这么有礼貌,为什么小鱼姐姐还不把尾巴借给它呢?教师相机板书:用尾巴拨水。是呀,小鱼的尾巴是用来拨水的,如果没有了尾巴,小鱼就不能游来游去了,所以小鱼不能把尾巴借给小壁虎。4、分角色朗读小壁虎与小鱼的对话。①同桌分角色朗读对话。要求记住对白。②带上头饰上台加上动作表演对话。小壁虎从小鱼那儿借不到尾巴,它又去向老牛和燕子借。(出示老牛图和燕子图)出示自学要求:1、有礼貌地读第4小节和第5小节。2、找一找,老牛和燕子为什么不把尾巴借给小壁虎呢?学生自学第四第五段指名朗读第4小节,为什么老牛不把尾巴借给小壁虎呢?根据学生的回答教师板书:用尾巴赶蝇子。指名有礼貌地朗读小壁虎与老牛的对话。(4)指名朗读第5小节,燕子为什么不把尾巴借给小壁虎呢?教师根据学生的回答板书:用尾巴掌握方向。指名有礼貌地朗读小壁虎与燕子的对话。男女生分角色朗读第3、4、5小节。(

四、

总结全文。说说学了这

篇课文,你知道了些什么呢?

第二课时

一、读准字音。出示生字卡片,读准字音。(指名读、分组读、开火车读)

二、分析记忆字形1、利用识字方法记忆字形。1)熟字带生字。(2)熟字加偏旁或换偏旁。2、指名读字扩词。

三、指导书写1、教师在田字格里示范写字。2、学生书空仿写,然后在书本上练习写字。3、展示交流。

四、作业设计1、读读说说游来游去飞来飞去跑来跑去跳来跳去来去来去来去2、写出下列汉字的笔顺。姐:___________________呢:___________________呀:___________________哪:___________________3、选择合适的词语,把下面的句子补充完整。小鱼小山羊燕子小鸭子老鹰小牛(1)()和()在水里游来游去。(2)()和()在空中飞来飞去。(3)()和()在草地上吃青草。

五、全文

总结六、作业:回家后,把这个故事讲个爸爸妈妈听。

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇九

1、抓重点词句,结合看图,读懂每个自然段,理解内容。

2、掌握十个生字及有关词语,能用指定的字口头组词。

3、正确、流利、有感情地朗读课文;练习分角色朗读。

【理解讲鱼、黄牛、燕子尾巴作用的词句,认识各种动物尾巴的特点和用途。

【教学挂图或投影片,生字生词卡片。

3课时。

第一课时

一、揭题激趣

放壁虎投影片(或挂图)问:

你知道这个动物叫什么吗?看看它身上少了点什么?

(尾巴)

出示课题,学生借助拼音读题。看题目,你能提出问题吗?

(引导学生想:为什么借?向谁借?它借到了吗?)

请打开书看课文是怎么讲的。

二、初读课文

1、学生借助拼音自读课文:

一句一句地读,读准字音,边读边在每个自然段的开头写上序号。

读完第1、2自然段,教师出示这两段中出现的生字词卡片,指导学生读准生字的音(以下读完3~5、6~7段相同)。

注意“难”的声母是 n ,不要读成 l 。“诉”是平舌音。“行”是后鼻音,“新”是前鼻音。

2、指名分段读课文:

指导把每个字音读准。进行断句指导,如:

“小壁虎/在墙角里/捉蚊子,一条蛇/咬住了/他的尾巴。”

3、教师范读课文:

注意停顿、重音、语气等。

读完问学生:

这篇课文有几个自然段?

(七个自然段)

小壁虎都向谁借尾巴?

(向小鱼、黄牛、燕子借尾巴)

三、图文对照,初步了解每段讲的是什么

1、同座二人轮流说课文四幅插图上小壁虎在干什么,互相补充;接着分段读课文,议一议每段讲的是什么。

2、指名逐图说图意,逐段读课文,初步了解各段的意思

四、练习读小壁虎和小鱼、黄牛、燕子的对话,注意读出不同的语气

五、读生字生词卡片,要准确读出生字字音

六、作业

认真读两遍课文,识记田字格中的生字

第二课时

一、细读课文,结合看图,理解内容

1、学生借助拼音自读课文:

说一说,课文讲了谁的一件什么事?

2、指名读第一自然段:

先理解“一挣”的意思。再问:小壁虎为什么要这样“一挣”?接着看投影片(或插图),弄清小壁虎是因为被蛇咬住了尾巴,它这样一挣,挣断了尾巴才能逃走。认识小壁虎的尾巴有自我保护功能。最后自由读第一段,知道这段讲的是小壁虎的尾巴被蛇咬住,它挣断尾巴逃走了。

3、指名读第2自然段:

理解“没有尾巴多难看哪!”指导学生读出小壁虎嫌难看想向别人借尾巴的急切心情,知道这段的主要意思。

4、学习课文第3至5段,扶放结合,培养自学能力:

⑴ 自由读第3至5自然段,议一议:

这几段主要讲了什么事?

⑵ 指导学习第三段:

先弄清有几句话,再指名读这一段,懂得每句话讲了什么。接着让学生用笔勾画讲小鱼尾巴怎样动,有什么作用的语句(“摇着”、“用尾巴拨水”),结合看图,弄懂小鱼不借尾巴的原因,认识小鱼尾巴的作用。最后自由读第三段,知道这段讲的是小壁虎向小鱼借尾巴,小鱼没有借给它。

师生共同回顾学习这段的过程。

⑶ 学生用学习第3段的方法自学第4、5段,程序:

① 学生读书、勾画、看图、思考。

② 同座交流。

③ 全班交流:

读第4或5段;说勾画的语句;结合看图讲老黄牛或小燕子为什么不借尾巴;再读这一段,说说这段讲了什么。)

5、理解第6至7自然段:

⑴ 小壁虎为什么难过,后来怎么又高兴起来了?

请同学们自由读最后两段。

⑵ 指名读第6段:

理解“很难过”;尾巴没有了,“难看”,别人又不借,小壁虎的心情别说有多伤心了,它还不知道自己的尾巴有再生功能。说说这段讲了什么?

(小壁虎借不到尾巴,爬回家找妈妈。)

⑶ 指名读第7段,思考:

小壁虎为什么又高兴起来了?通过朗读指导,体会小壁虎喜出望外,“高兴地叫起来”的心情,指导读出妈妈“笑着说”的疼爱心情。自由读第7段,知道这段讲小壁虎长出了新尾巴,心里很高兴。认识小壁虎的尾巴有自我保护及再生功能。

二、作业

填空,再读句子(课后习题)。正确、流利、有感情地朗读课文。

第三课时

一、练习正确、流利、有感情地朗读

1、学生自读全文:

做到正确、流利、有感情。

问:小壁虎为什么借不到尾巴?

(使学生认识到小鱼、黄牛、燕子的尾巴各有各的用处,所以它们都不能把尾巴借给小壁虎。)

引导学生体会“摇着”、“甩着”、“摆着”,认识各种动物尾巴的特点。

2、在书中画出小壁虎三次借尾巴的话,再读一读:

问:从哪儿可以看出小壁虎借尾巴时讲话是有礼貌的?

(引导学生“姐姐”、“伯伯”、“阿姨”的称谓上,从第二人称的“您”字上,从商量的语气“行吗?”体会。)

3、指导学生读出这种感情。

二、练习分角色朗读课文

教师着重指导两点:

1、看图,想象当时情景:读出对话双方的不同语气用稍快语速读出小壁虎借尾巴既难过又急切的心情。

小鱼、黄牛、燕子说明理由不借尾巴,读时语速稍慢。

指导读出“姐姐”、“伯伯”、“阿姨”的不同声音。

2、读出重音,使感情更加鲜明生动,增强表达效果,如:

“小壁虎一挣”断尾自救,逃脱蛇口,重音要放在“一挣”上。“您把尾巴借给我行吗?”重音放在“借给我”三字上,能较好地体现小壁虎难过急切的心情。“拨水”、“赶蝇子”、“掌握方向”是小鱼、黄牛、燕子不借尾巴的理由和它们尾巴的作用,所以要重读。

3、以六个人为一组,分角色试读。

4、请一组在全班分角色朗读,师生评价。

三、识记字形,指导写字

1、引导学生从田字格中分别找出左右、上下、半包围结构的生字进行识记;师生共同分析生字左窄右宽等特点,对照田字格指导书写。

2、重点指导以下几个字的识记、书写:

“壁”共16画,上面两部分写紧凑些,下边“土”字要居中写。

“虎”第三笔是横钩,不要写成横。

“爬”第四笔写平些长些,托住“巴”。

“诉”右边是“斥”,笔顺是:“横撇、竖撇、横、竖、点”。

“新”左下是“木”(第二笔应写成竖钩,撇、捺改成两点)。

四、读生词卡片,抄写生字词,用指定的字口头组词,以发展学生词汇

五、作业

抄写生字3遍,每个生词写2遍。将课文正确、流利、有感情地读给家长听。

六、准备

你最喜欢哪种小动物?它长的什么样子?先想一想,明天讲给同学们听。

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇十

小壁虎的尾巴断了,是被蛇咬住以后为了逃命挣断的。没有尾巴多难看呀,可是,小鱼姐姐、黄牛伯伯、燕子阿姨都不肯把尾巴借给它,它可伤心了,还是壁虎妈妈聪明,让小壁虎发现自己的尾巴已经长出来了。通过这个故事,小学生认识到小鱼、黄牛、燕子的尾巴分别有不同的作用,从而也了解了小壁虎的尾巴有再生的特点。

本文以连环画的形式呈现,课文中没有注音,连生字也没加注音,目的是让学生借助图画或其他手段自主识字或阅读。教师要充分发挥学生的积极性,采取各种各样的方法,让学生自己认字、朗读。

1、会认“壁、虎”等9个生字,会写“河、姐”等6个字。

2、有感情地朗读课文,读好对话的不同语气。

3、初步了解动物尾巴的一些作用。

教学重点认字、写字;教学难点:读好对话的不同语气。

教学准备生字卡片、动物头饰、一些动物尾巴的功能和特点、多媒体课件。

2课时。

第一课时

1、出示壁虎投影片,问:

小朋友,今天老师为大家带来一个小动物,你看他是谁呀吗?

(随机板书:壁虎)

你能带大家读准这个词吗?

指名读,跟读。

2、你看它身上少了点什么?

(随机板书:尾巴)

3、是呀,这只小壁虎没有了尾巴,他要向别人去借尾巴。

把课题板书完整,学生借助拼音读题。

指名读,齐读。

4、看题目,你能提出问题吗?

(引导学生想:为什么借?向谁借?它借到了吗?)

请打开书看课文是怎么讲的。

1、借助图画独立读课文:

遇到不认识的字画下来,同桌相互交流。注意读准字音。

2、分小组互助读书,把课文读通顺。

3、全班交流:

在学习过程中你认识了哪些生字,你是怎么记住它们的?学生没说到的生字,教师可以直接提出,让学生自己想办法识记。

4、学习词语:

小壁虎、借尾巴、蚊子、一条蛇、逃走、难过、姐姐、新尾巴

(先指名读,再去掉拼音读)

5、出示生字卡片:

开火车认读生字。

1、小壁虎为什么要借尾巴?向谁借尾巴了?借到了吗?请大家带着问题自由读课文。

2、指名回答,找到课文中相应的自然段读给大家听。

教师随机贴示学生说到的小动物的图片。

小壁虎的尾巴被蛇咬断了,它的心情怎样?你在什么时候也会这么难过?让我们都来当一回小壁虎,带着那非常难过的心情来读一读这一自然段吧!

(指名读、齐读)

1、指导学生认读要求写的字:

河、借、姐、呢、呀、哪。

2、学生观察生字的特点,并说一说它们在田字格中的位置。

3、你觉得哪几个字最难写,教师范写,学生书空。

4、学生练写,评议。

第二课时

1、复习生字:

虫+文=( ) 虫+它=( ) 又+隹=( )

女+且=( ) 亲+斤=( )

2、你还记得小壁虎为什么要借尾巴吗?他向哪些小动物去借尾巴了?《小壁虎借尾巴》教学设计 相关内容:《gkh》教案《识字7》说课稿课文 11 美丽的小路《自选商场》教案《两只小狮子》教学设计《四季》教案《画家乡》教学设计说明《阳光》教学设计15查看更多>> 小学一年级语文教案

1、重点学习第三自然段:

⑴ 让我们先来看看小壁虎向小鱼借尾巴的那一段吧!自由读,他借到尾巴了吗?

⑵ 是不是他借尾巴时没有礼貌,所以小鱼不借他?他借尾巴时是怎么说的?找出那句话来读一读,从哪里看出他有礼貌?

⑶ 指导学生朗读小壁虎说的话。指名读,齐读。

⑷ 多有礼貌的小壁虎啊,那为什么小鱼姐姐不把尾巴借给他呢?让学生说说小鱼尾巴的作用。

⑸ 读读小鱼姐姐的话,读出小鱼姐姐的为难心情。

⑹ 分角色朗读小壁虎向小鱼借尾巴时的对话。同桌自由练习,指名读。

2、自主学习第四、五自然段:

⑴ 自由读四、五段,学生交流:

你读懂了什么,还有什么问题?

⑵ 想一想,老黄牛和小燕子为什么不肯把尾巴借给小壁虎?

⑶ 了解动物尾巴的作用:

( )的尾巴要用来( )。

⑷ 你们想想看,黄牛和燕子的话应该怎么读?谁来试一试?

⑸ 分角色朗读第四、五自然段:

鼓励学生加上动作试试。

3、仿照课文,练习说话:

⑴ 小壁虎还会向谁去借尾巴?你能根据自己对其他动物尾巴的了解,再编一两个自然段吗?

同桌交流。

⑵ 指名说。

评议。

4、学习第六、七自然段:

⑴ 小壁虎最后借到尾巴了吗?它的尾巴是从哪里来的?

⑵ 小壁虎又得到了一条新尾巴,这时它的心情是怎样的?它的话应该怎样读?指导朗读,体会小壁虎高兴的心情。

1、以小组为单位,分角色朗读全文。小组长分配角色,学生进行表演。

2、指名小组佩戴头饰上台表演,全班评议。

1、集体分角色朗读全文。

2、布置课后作业,回家编一个新的小壁虎借尾巴的故事给爸爸妈妈听。

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇十一

1、会认壁、虎等9个生字。会写河、姐等6个生字。

2、有感情地朗读课文,读好对话的不同语气。

3、初步了解一些动物尾巴的作用。

1、认识9个生字,会写6个生字。

2、感情朗读课文。

初步了解一些动物的尾巴。

第一课时

1、出示小壁虎图片提问:这是什么动物?谁了解小壁虎给大家介绍介绍。交流学生知道的知识。板书课题。质疑:读读这个题目你想知道什么呢?学生回答

2、借助图画初读课文,认识生字

1)为解决大家的问题,我们先读读课文,了解一下课文内容。请大家打开17课,看看有什么新发现?(学生回答)

2)大家的本领真大,请自读课文,如果遇到不认识的汉字自己解决,一会儿向大家交流。

3)全班交流:你认识了哪个字?是用什么方法认识的?(学生进行交流)

1、利用识字方法记忆字形。

(1)熟字带生字:准———难祖———姐桃———逃

错———借

(2)熟字加偏旁:几———虎文———蚊它———蛇

亲———新

(3)想象字义记忆:壁

2、拿出自己的卡片读字记词。

3、指名读字扩词。

1、读一读要求写好的汉字。

2、观察描红寻找关键的笔画。

3、教师出示生字卡片,请学生上台描黑关键笔画。

4、自己临写。

5、同桌互换。

6、展示交流。

1、写出下列汉字的笔顺。

在:变:

条:有:

2、比一比,口头组成词语。

蚊()难()桃()蛇()推()逃()

第二课时

1、讲这个故事。你们想知道小壁虎借尾巴的过程吗?

4、听老师读,标出自然段。指名读课文,要求正确。检查反馈。

1、读课文说一说:小壁虎为什么要借尾巴?怎样挣断逃走的呢?谁来表演一下?(教师出示蛇和小壁虎的图片请同学上前表演)

2、没有尾巴的小壁虎什么心情呢?请同学读第二段。

3、小壁虎向谁借尾巴了,它借到了吗?为什么?(教师根据学生回答出示小鱼、老黄牛、燕子的图片)

4、为什么借不到尾巴呢?(请学生分角色来表演)

5、通过小伙伴的表演,你知道了什么?(小鱼、老黄牛、燕子的尾巴是有用处的,不能随便借给别人)

6、说说小鱼、老黄牛、燕子的尾巴有什么作用?

7、没有借到尾巴的小壁虎又是什么心情呢?齐读第6自然段。

8、请学生分角色扮演小壁虎和壁虎妈妈来演一演后来发生的事情。

9、他们的表演中你知道了什么?小壁虎的尾巴有什么特点呢?

10、长出新尾巴的小壁虎什么心情?一起高兴地读最后一句话。

1、读一读,说一说

游来游去飞来飞去跑来跑去跳来跳去

来去来去来去来去

2、小壁虎的尾巴易断,可再生,能保护自己,小鱼用尾巴拨水;老黄牛用尾巴赶蝇子;燕子用尾巴掌握方向,你还知道其他动物尾巴的用途吗?回去后收集资料,下一节课交流。

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇十二

1.自主探索,了解小壁虎尾巴易断、可以再生的特点,及小鱼、燕子、老牛等尾巴的特点。

2.在语感训练和表演中深入理解课文内容。

3.培养学生的口语表达能力和语文实践能力。

4.给学生充分的想象空间,发展想象能力。

今天,我给你们每一位同学都带来一份礼物,想知道是什么吗?每一位同学都有了一台放映机,下面我们就自己给自己放动画片,看谁的动画片最精彩!

1.范读课文。

2.学生闭上眼睛想象情景。

(以上环节以孩子们平时喜闻乐见的动画片为想象的诱饵,使他们在想象的基础上整体感知课文内容。

1.学生叙述课文中出现的动物,师帖有关动物模型。

2.这些漂亮的明星照与我们平时看的动画片有什么不一样的地方?

3.师:那我们也来当演员,可得先把剧本熟悉了才行。

4.生自由朗读。

5.把这个故事用自己的话讲给同桌听。(在自己对故事复述的过程中锻炼了语言组织能力和表达能力。)

6.师:要当好演员还得把台词记住才行。

7.生记台词,体会感情。

8.生角色体验。师相机指导语感、语调等。

(以当演员为诱饵,充分调动孩子们的阅读兴趣,并以此为契机培养良好的语感。)

1.分组,分角色。

2.小组内互相指导语感、动作等。

3.师巡回倾听、指导,参与其中。

4.代表小组表演,其他小组参与点评、指导。

(孩子们在表演中体会鱼、燕子、牛尾巴的特点及用途;学习小壁虎的礼貌用语。并且在此过程中培养了团队合作精神。)

1.小壁虎还向谁去借尾巴了呢?

2.全班自由表演。

(这一环节锻炼学生的语言表达能力和交往能力,发展创造性思维;提取了学生原有知识,让学生在借尾巴过程中互相学习,共同提高。)

1.想象小壁虎向妈妈说了些什么?

2.师扮演壁虎妈妈,生表演。

(这一环节主要锻炼孩子们的思维能力和口语表达能力。)

小壁虎会把这件事告诉他的哪些朋友呢?它会怎么说?它的朋友又会说什么呢?想象一下,把这个故事续编下去,再配上漂亮的图画,讲给自己的好朋友或爸爸妈妈听,好吗?

(给孩子们充分的发展空间,培养想象能力和语文实践能力。)

小壁虎借尾巴

小鱼图 小壁虎图

蛇图 断尾壁虎图 燕子图

老牛图 壁虎妈妈图

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇十三

《小壁虎借尾巴》这篇童话故事,全文共七个自然段。第一、二自然段讲小壁虎借尾巴的原因;第三、四、五自然段讲小壁虎借尾巴的经过;第七、八自然段讲最后的结果。

这篇童话故事是童话中的一种特殊形式——科学童话,担负着传授知识的使命,如“小壁虎尾巴再生、鱼等尾巴的功用”等。教学中,既要完成语言文字训练的基本任务,培养学生观察事物、认识事物的能力,还要根据教材特点和学生实际,渗透思想教育,传授有关科学知识。

《小壁虎借尾巴》这篇童话故事讲的是小壁虎向小鱼姐姐、黄牛伯伯、燕子阿姨借尾巴,因为他们各自尾巴都有用处所以没有借到。通过这个故事,学生认识到小鱼、黄牛、燕子尾巴的作用,了解小壁虎的尾巴有再生的特点。

本课以连环画的形式呈现,课文中没有注音,连生字也没有加注音,目的是让学生借助图画或其他手段自主识字或阅读。教师在学习中可以放手让学生自学,引导他们通过小组学习,利用已经掌握的知识识字、读书。

同时,课文寓科普知识于生动有趣的故事情节之中,深入浅出,引人入胜,使孩子们即学习了科学知识,又受到了美的熏陶。文章采用相同的句式,叙述了不同的内容,既易于学生接受,又富有生活情趣,角色鲜明,非常适于朗读训练。

1、学生有一定的阅读能力,可以根据插图,把课文读通顺。

2、课文内容贴近儿童生活实际,语言朴实,通俗易懂。使学生知道各种物的尾巴都有各自不同的用处。

1、会认“壁、虎”等9个字,会写“河、姐”等6个字。

2、正确流利有感情的朗读课文,读好对话的不同语气。

3、初步了解一些动物尾巴的作用。

读好对话的不同语气,了解动物尾巴的作用。

考虑到部分学校多媒体设备使用不是很方便,因此备课中没有设计课件,基本上向家常课靠拢。在分析课文,品悟课文中,主要采取教师语言引导,让学生走进文本,把自己想像成小壁虎,从而体会到小壁虎的思维,语言等,同时通过表演,加深对课文的理解。

1、生字卡片、动物头饰。

2、学生搜集有关动物尾巴的资料。

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇十四

1、会认“壁、虎”等9个字。

2、有感情的朗读课文,读好对话的不同语气。

3、初步了解一些动物尾巴的作用。

1、有感情的朗读课文,读好对话的不同语气。

2、了解一些动物尾巴的作用。

了解动物尾巴的不同作用。

多媒体课件、头饰、动物图片、搜集动物尾巴的作用。

1、老师给大家带来一位新朋友,你们猜猜它是谁?(师口述谜语)身体扁平四肢短,模样丑陋本领大,脚有吸盘墙上爬,专吃蚊子人人夸。

2、课件出示壁虎:

学习“壁”“虎”两个生字,说说你是用什么办法记住的?

生介绍壁虎。

3、今天我们要学习一个关于小壁虎的有趣故事。(板书课题)

课件出示“借”,学习“借”。

1、看了课题你想知道什么?

师:这些问题书中都做了准确地回答,细心的小朋友一定能找到答案,不信你就仔细读读课文,在读课文时如果遇到不认识的字宝宝就给它画上圈,并想办法记住它,如果有困难可以和同桌商量。

2、学生自由读课文:

师:画圈的几宝宝你认识了吗?看谁能又准确又响亮地叫准它的名字。

3、课件出示生字学习:

⑴ 带拼音读: 说一说识字方法。

⑵ 取掉拼音:打乱字的顺序,学生读。

⑶ 给生字组词。(开火车)

⑷ 出示文中的词语学生读。(开火车)

过度:画圈的字宝宝我们都认识了,同学们一定很想知道小壁虎为什么要借尾巴?它都向谁借尾巴?借到尾巴了吗?请同学们仔细听听课文,从中找答案。

1、播放课件,学生欣赏全文:

指名回答:

小壁虎为什么要借尾巴?(板书,贴图片,断尾小壁虎)

2、学习第一自然段:

⑴ 课件出示第一自然段:

指名学生读。

⑵ 集体做“挣”的动作。

⑶ 同桌互相读一读。

3、学习第二自然段:

⑴ 没有尾巴的小壁虎心情怎样?(课件出示:伤心、难过)

⑵ 指导朗读第二自然段的第一句:

指名学生带着难过、伤心的心情读。

⑶ 和老师比赛读。

⑷ 伤心的小壁虎心理怎样想?(课件出示:着急、迫切)

⑸ 指名读第二句:

要求读出着急、迫切的心情。

过度:没有尾巴的小壁虎带着伤心和着急的心情打算去借尾巴,它都向谁借尾巴了?(学生回答后师贴图片)就让我们一起跟随着小壁虎去看看它是怎样借尾巴的,请你选择喜欢的自然段读一读。

4、学习第三自然段:

⑴ 小壁虎先来到哪里?是怎样来到小河边的?(爬呀爬)

范读“爬呀爬”。(播放课件)

⑵ 小壁虎借到尾巴了吗?是小壁虎借尾巴时没有礼貌吗?小壁虎是怎样说的? (学生回答)

⑶ 小壁虎说的话多有礼貌,多么亲切,你能试着读一读吗?

⑷ 小鱼为什么不把尾巴借给它呢?小鱼是怎么说的?

师:噢!原来小鱼要用尾巴拨水呢,所以它不把尾巴借给小壁虎。 (板书:拨水)

⑸ 学生分角色读。

过渡:小壁虎又去向谁和谁借尾巴。

5、自学第四、五自然段:

⑴ 请喜欢第四、五自然段的同学起立读。其他同学边听边思考屏幕上的问题。

⑵ 课件出示问题:

① 小壁虎向( )借尾巴,因为( )要用尾巴( ),( )要用尾巴(),所以( )。

② 小壁虎向( )借尾巴,因为( )要用尾巴( ),( )要用尾巴(),所以( )。

⑶ 师根据学生回答情况用课件演示问题。 (板书:赶蝇子、掌握方向)

⑷ 你们想当配音演员吗?(放课件)请给这两段动画配音,看谁能当最佳配音员,学生戴头饰,分角色配音,给最佳配音员发小奖品。

课中休息:

学生戴头饰表演小壁虎借尾巴的过程。

6、学习第六自然段:

⑴ 小壁虎借尾巴的结果怎样?(借不到)小壁虎和我们大家一样有了难题,回家找妈妈,老师喜欢第六自然段,听老师读一读好吗?要仔细听,你觉得应该怎样的语气来。(更加伤心和难过)

⑵ 指名学生练读,和老师比赛读。

7、学习第七自然段:

⑴ 现在老师是壁虎妈妈,假如你是小壁虎,你会怎样把借尾巴的事告诉妈妈呢?

⑵ 学生说。

学生说完后,老师摸着学生的头范读壁虎妈妈说的话。

⑶ 妈妈让它转身看看,结果小壁虎发现了什么?它这时的心情又是怎样的呢?(高兴、兴奋)我们就来带着高兴、兴奋的语气来读一读最后一句话吧。

1、课件播放小壁虎借尾巴的过程,引导学生观察小壁虎每次去借尾巴时,它的尾巴有什么变化。

2、你知道壁虎尾巴有什么特点吗?(板书:再生)

1、学习了这篇课文你懂得了什么?

2、课件出示袋鼠、孔雀、老虎、猴子、熊猫、鳄鱼、狐狸、松鼠、狗、猕猴等动物的图片。

3、你知道动物尾巴的用途吗?

4、没借到尾巴的小壁虎还不甘心,它还想向这些动物去借尾巴,你能仿照课文当中的写法来说一说吗?

5、学生戴头饰表演。

小壁虎借尾巴 教学设计 《小壁虎借尾巴》的教案篇十五

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每个人都曾试图在平淡的学习、工作和生活中写一篇文章。写作是培养人的观察、联想、想象、思维和记忆的重要手段。范文书写有哪些要求呢?我们怎样才能写好一篇范文呢?下面我给大家整理了一些优秀范文,希望能够帮助到大家,我们一起来看一看吧。授权委托书...

其他范文 2024-07-19
2024年再见你好最经典句子摘抄精选

2024年再见你好最经典句子摘抄精选

无论是身处学校还是步入社会,大家都尝试过写作吧,借助写作也可以提高我们的语言组织能力。写范文的时候需要注意什么呢?有哪些格式需要注意呢?下面我给大家整理了一些优秀范文,希望能够帮助到大家,我们一起来看一看吧。再见你好最经典句子摘抄篇一再见你...

其他范文 2024-07-19
最新校友邀请函600字 校友邀请函文案六篇(精选)

最新校友邀请函600字 校友邀请函文案六篇(精选)

范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。相信许多人会觉得范文很难写?接下来小编就给大家介绍一下优秀的范文该怎么写,我们一起来看一看吧。校友邀请函600字 校友邀请函文案篇一...

其他范文 2024-07-19
生日邀请函作文四篇(模板)

生日邀请函作文四篇(模板)

每个人都曾试图在平淡的学习、工作和生活中写一篇文章。写作是培养人的观察、联想、想象、思维和记忆的重要手段。范文书写有哪些要求呢?我们怎样才能写好一篇范文呢?下面是小编帮大家整理的优质范文,仅供参考,大家一起来看看吧。生日邀请函作文篇一�...

其他范文 2024-07-19
最新写小猫的作文100字 写小猫的作文350字(模板三篇)

最新写小猫的作文100字 写小猫的作文350字(模板三篇)

范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。写范文的时候需要注意什么呢?有哪些格式需要注意呢?下面我给大家整理了一些优秀范文,希望能够帮助到大家,我们一起来看一看吧。写小猫的作...

其他范文 2024-07-19
唐朝唯美古风句子精选

唐朝唯美古风句子精选

范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。范文怎么写才能发挥它最大的作用呢?下面是小编为大家收集的优秀范文,供大家参考借鉴,希望可以帮助到有需要的朋友。唐朝唯美古风句子篇一唯...

其他范文 2024-07-19
2024年再见你好心情的说说图片大全

2024年再见你好心情的说说图片大全

在日常的学习、工作、生活中,肯定对各类范文都很熟悉吧。大家想知道怎么样才能写一篇比较优质的范文吗?下面是小编为大家收集的优秀范文,供大家参考借鉴,希望可以帮助到有需要的朋友。再见你好心情的说说图片篇一2.复杂的生命里,你让我看到一层透明。再...

其他范文 2024-07-19
最新四年级观察日记作文提纲(优质三篇)

最新四年级观察日记作文提纲(优质三篇)

范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。相信许多人会觉得范文很难写?以下是小编为大家收集的优秀范文,欢迎大家分享阅读。四年级观察日记作文提纲篇一到了晚上,我们把精心挑选的绿...

其他范文 2024-07-19
最新再见你好温柔治愈句子简短汇总

最新再见你好温柔治愈句子简短汇总

范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。写范文的时候需要注意什么呢?有哪些格式需要注意呢?以下是小编为大家收集的优秀范文,欢迎大家分享阅读。再见你好温柔治愈句子简短篇一2、...

其他范文 2024-07-19
2024年成人读爱的教育读后感5000字(4篇)

2024年成人读爱的教育读后感5000字(4篇)

“读后感”的“感”是因“读”而引起的。“读”是“感”的基础。走马观花地读,可能连原作讲的什么都没有掌握,哪能有“感”?读得肤浅,当然也感得不深。只有读得认真,才能有所感,并感得深刻。那么该如何才能够写好一篇读后感呢?接下来我就给大家介绍一些...

其他范文 2024-07-19
最新小班教案(6篇)

最新小班教案(6篇)

作为一名老师,常常要根据教学需要编写教案,教案是教学活动的依据,有着重要的地位。那么我们该如何写一篇较为完美的教案呢?那么下面我就给大家讲一讲教案怎么写才比较好,我们一起来看一看吧。小班教案篇一1、认识“有电危险”的标志。2、通过故事知道...

其他范文 2024-07-19
中文版三体小说读后感800字(5篇)

中文版三体小说读后感800字(5篇)

当看完一部影视作品后,相信大家的视野一定开拓了不少吧,是时候静下心来好好写写读后感了。读后感书写有哪些格式要求呢?怎样才能写一篇优秀的读后感呢?以下是小编为大家搜集的读后感范文,仅供参考,一起来看看吧中文版三体小说读后感800字篇一从叶文洁...

其他范文 2024-07-19
西游记读一章的读后感(六篇)

西游记读一章的读后感(六篇)

认真品味一部作品后,大家一定收获不少吧,不妨坐下来好好写写读后感吧。读后感对于我们来说是非常有帮助的,那么我们该如何写好一篇读后感呢?下面是小编为大家带来的读后感优秀范文,希望大家可以喜欢。西游记读一章的读后感篇一故事主要讲述了唐僧师徒一行...

其他范文 2024-07-19
最新杨绛我们仨讲读后感(五篇)

最新杨绛我们仨讲读后感(五篇)

当看完一部影视作品后,相信大家的视野一定开拓了不少吧,是时候静下心来好好写写读后感了。如何才能写出一篇让人动容的读后感文章呢?下面我就给大家讲一讲优秀的读后感文章怎么写,我们一起来了解一下吧。杨绛我们仨讲读后感篇一这本书很好,很深,必须要仔...

其他范文 2024-07-19
2024年《麦琪的礼物》读后感50字 麦琪的礼物读后感500字左右(4篇)

2024年《麦琪的礼物》读后感50字 麦琪的礼物读后感500字左右(4篇)

很多人在看完电影或者活动之后都喜欢写一些读后感,这样能够让我们对这些电影和活动有着更加深刻的内容感悟。可是读后感怎么写才合适呢?下面我就给大家讲一讲优秀的读后感文章怎么写,我们一起来了解一下吧。《麦琪的礼物》读后感50字 麦琪的礼物读后感5...

其他范文 2024-07-19
2024年小区端午节活动方案(4篇)

2024年小区端午节活动方案(4篇)

为了确保事情或工作有序有效开展,通常需要提前准备好一份方案,方案属于计划类文书的一种。方案对于我们的帮助很大,所以我们要好好写一篇方案。以下就是小编给大家讲解介绍的相关方案了,希望能够帮助到大家。小区端午节活动方案篇一活动时间:20xx年...

其他范文 2024-07-19