2024年《小公鸡和小鸭子》教学设计一等奖 《小公鸡和小鸭子》教学设计第二课时16篇(实用)

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。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。

《小公鸡和小鸭子》教学设计一等奖 《小公鸡和小鸭子》教学设计第二课时篇一

(一)理解课文内容,懂得伙伴之间要团结友爱,互相帮助。

(二)读懂句子,理解词语。

(三)正确、流利地朗读课文。

(一)读懂句子,理解词语。

(二)学习按思考题读懂课文内容。

(一)复习生字导入

这节课我们继续学习《小公鸡和小鸭子》这

篇课文,上节课我们初读了课文,认识了12个我会认的生字,书写了4个我会写的生字。这会生字宝宝又要和同学们见面了,我们来玩一个“小鸭子学游泳”的游戏。开火车读生字。

(二)多种形式朗读课文。

1.扫清了字词障碍,读课文就更容易了。这

篇课文一共有几个自然段?(4个自然段),

2.请两位同学分别来读一二自然段。其他同学来

评价。学生互评,教师

评价。

3.幻灯片出示:小公鸡找到了许多虫子,吃得很欢。同学读出了什么样的感觉?生:高兴,开心。除了高兴、开心欢还可以换成什么词语呢?生回答。

(三)分角色阅读第三自然段。

1.小公鸡和小鸭子来到了小河边,会发生什么样的事呢?老师和同学们分角色朗读课文的第三自然段,老师读旁白,男生读小鸭子,女生读小公鸡。

2.师生再次合作朗读,只读小鸭子和小公鸡说得话,老师读小鸭子的话,学生读小公鸡说得话。

3.咦!这只小公鸡,你不会游泳,为什么还要偷偷跟我下呢?生回答。让我问问这些偷偷跟我下水的小公鸡你们都是怎么想的?

4.幻灯片出示:小公鸡偷偷地跟在小鸭子后面,也下了水。

小公鸡跟在小丫子后面买也下了水。

谁能带上动作上讲台读一读这两句话,教师适当点拨,(读的轻轻的)

5.小公鸡下水会发生什么事呢?一起读课文的第四自然段。

出示:小鸭子飞快地游到小公鸡身边。

小鸭子游到小公鸡身边。谁能通过朗读读出它们的不同。教师点评。你们有没有发现句子加上修饰语,就像变魔术一样,变得不一样了。请你们给下面这句话加上修饰语。幻灯片出示:1、树叶落下来了。2、小朋友在做游戏。学生试说,教师点评。

6.你们能否给课题加一个修饰语,小公鸡和小鸭子是一对的好朋友。学生试说。教师板书:互帮互助。

7.生字宝宝又要和同学们见面了,出示“也”“他”“地”让学生说说他们在田字格里的位置。教师示范,学生书写,教师展示书写优秀的作品。

(四)作业:把今天学习的小公鸡和小鸭子这个故事讲给你的爸爸妈妈听。

(五)教学反思

《小公鸡和小鸭子》教学设计一等奖 《小公鸡和小鸭子》教学设计第二课时篇二

1.理解课文内容,懂得伙伴之间,要团结友爱,互相帮助。

2.学会7个生字及生字组成的词语。

3.正确、流利地朗读课文。

1.读懂句子,理解词语。

2.识字,写字。

图片,生字卡片,小黑板,田字格黑板,词语卡片。

:二课时

一、读题、解题。

请一位同学读课题。

板书:小公鸡和小鸭子

(1)从课题上看,这课书讲的谁和谁的事?(小公鸡和小鸭子)

(2)“和”在题目中是什么意思?(表示事情发生在小公鸡和小鸭子之间,小公鸡怎样对待小鸭子,小鸭子又怎样对待小公鸡)

二、初读课文,看图,了解大意,读准字音,能读成句。(读2遍课文)

1.这篇课文一共有几个自然段?几幅图?(4个自然段,2幅图)

师述:同学们结合看图,一段一段地阅读课文,理解课文内容。

2.出示生字卡片,读准生字的音。

三、结合看图,分段阅读。

1.读第1自然段。

这段讲什么?(小公鸡和小鸭子一块儿出去玩)

2.读第2自然段,看第一幅图。

(1)指名读课文,大家思考问题:(小黑板)①他们来到什么地方

②他们一块做什么?怎么样?③谁帮助谁干什么?

(2)看看图上画的小公鸡和小鸭子,她们长得什么地方不同?(嘴:小公鸡尖嘴,小鸭子扁嘴。脚:小公鸡脚趾分开,小鸭子脚趾间有蹼相连)

(3)这段讲了什么事?(小公鸡帮助小鸭子捉虫吃)

(4)小鸭子为什么捉不到小虫?(小鸭子的嘴是扁扁的,脚有蹼连着不容易捉到小虫)

3.读第3自然段,(自读2遍)。

(1)指名读课文,大家思考问题:(小黑板)

①他们来到什么地方?

②小鸭子为小公鸡做什么了?他说了几句话,什么意思?

③小公鸡怎样做?

(2)读读小鸭子讲的话,说说他说的两句话是什么意思?(①小鸭子要到河里去为小公鸡捉鱼吃,②他不让小公鸡下水)

(3)小公鸡为什么捉不到鱼?(小公鸡的爪子是细尖的,无法用来拨水,所以小公鸡不会游泳,也就捉不到小鱼)

(4)小鸭子为什么能捉到小鱼?

4.读第4自然段,(读2遍)观察第二幅图。指名读,大家思考问题:

①小公鸡不听小鸭子劝告也下水了,结果怎样?为什么会这样?

②小鸭子怎样做的?从哪些词语看出小鸭子奋力抢救小公鸡?(忽然听见、飞快、背上)

③讲讲这几个词语怎样表现出小鸭子是奋力抢救小公鸡的?

④指名读,大家思考,小公鸡说了些什么,表示什么意思?(a感谢小鸭子;b承认错误)

5.总结全文。

(1)朗读课文。请两位同学分别读小公鸡和小鸭子说的话,大家齐读叙述部分。要求有感情地朗读课文,能把图画中的意思读出来。

(2)根据板书说说小公鸡和小鸭子是怎么互相帮助的?

一、复习检查。

1.朗读课文,分组分段读。

2.出示生字卡片,检查生字读音。

二、学会6个生字。

1.他,tā,拼读音节,读词语:他们。

(1)识记字形,自学后讨论发言。

(2)指导书写。

①看准位置:左边亻,右边也

②教师写范字,学生仿写字头。

2.河,hé,拼读音节,读词语:河水。

(1)识记字形,自学讨论发言。(河,左右结构,用部件组合法记字形,左边三点水,右边“灯”字去掉火字旁,在横下加个“口”字,(可),组成“河”。一共8笔。河水的“河”)

(2)指导书写。

①整体位置,左窄右宽。

②部件位置:三点水,第一笔靠右,二、三笔对齐,“口”压竖中线上下压横中线。

③教师示范,学生仿写,重点指导三点水的写法。

3.哥,gē,拼读音节,读词语:哥哥。

(1)识记字形:自学,同桌互相讨论。(用熟字去偏旁,改笔画方法记字形,去掉“河”字三点水,把竖钩改成竖,是“哥”字的上半部,下半部去掉三点水)

(2)指导书写。上下各一半,第六笔大横压横中线。上下两个“口”字右边压竖中线。教师范写,学生仿写字头。

4.再学习“说、也、地、听。

三、巩固练习。

1.正确、流利地朗读课文。

2.抄写词语。

虫子 正在 哥哥 河边 后面 草地

《小公鸡和小鸭子》教学设计一等奖 《小公鸡和小鸭子》教学设计第二课时篇三

1、 认识“块、捉”等12个生字和提土旁一个偏旁,会写“他、河”等七个生字。

2、 通过阅读比较,联系上下文,了解“吃得很欢,急得直哭”等词语的意思。体会加上描述动作情状的词语使句子更形象。

3、 正确流利的朗读课文,读准“不”的变调,通过角色体验读好小公鸡和小鸭子的对话。

4、 了解小公鸡和小鸭子的不同生活习性,感受下小伙伴之间互相帮助的美好情感。

初步体会“偷偷地、飞快地”等词语的用法,读好小公鸡和小鸭子的对话。

课件

两课时

一、谜语引入,激发兴趣

1.谈话导入:小朋友,今天我给大家带来了两则谜语,请注意听好了:

谜语一:嘴巴尖尖,头顶红冠,脚像竹叶,叽叽叫唤。(猜一小动物

谜语二:嘴像小铲子,脚像小扇子,走路左右摆,不是摆架子。(猜一小动物)

你见到过小公鸡和小鸭子吗?他们一样吗?(他们长得不一样。嘴:小公鸡尖嘴,小鸭子扁嘴。脚:小公鸡脚趾分开,小鸭子脚趾间有蹼相连。)长得不一样,所以他们就有不同的生活习性,小公鸡会捉虫子,小鸭子会游泳。

2、今天我们就来学习小公鸡和小鸭子的故事,请和老师一起齐读课题。

4."和"在题目中是什么意思?("和"表示事情发生在小公鸡和小鸭子之间。)那么,小公鸡和小鸭子之间发生了哪些故事呢?

二、读准课文,初步感知故事。

1、听老师朗读,标出自然段。

2、我们来看第一自然段,请生来读。学习“一块儿”,认识生字“块”和“提土旁”用换一换的方法识记。

3.老师范读第1自然段,学生跟读,指导读好儿化音“一块儿”。

4.自由朗读课文2-4自然段。(课件出示要求:请同学们用自己喜欢的方式自由朗读课文2-4段。要求借助拼音,读通课文,读准字音,不多字,不少字,不重复。)

3.课下老师让大家预习了课文,我来检查一下你读的怎么样?出示词语和句子练读.并让学生试着说一说你对短语的理解。

1.”不”的变调:

捉不( b ú)到 不( bù )行

不(bú )会 不(b ú )信

2.短语:

急得直哭 吃得很欢

偷偷地跟 飞快地游

3.句子

小公鸡看见了,捉到虫子就给小鸭子吃。

4.结合插图,学习第2自然段。

(1)指名读课文,大家思考问题。

①小公鸡和小鸭子来到什么地方?

②他们一块儿做什么?怎么样?

③谁帮助谁干什么?

(2)说说小公鸡是怎样捉虫的。他捉到了很多虫子,心情怎样?(高兴极了。)

(3)指导朗读,读好句子“小公鸡找到了许多虫子,吃得很欢”。读出高兴的心情。

(4)小鸭子为什么捉不到虫子?(小鸭子的嘴是扁扁的,脚有蹼连着,不容易捉到虫子。)

(5)想象:小鸭子捉不到虫子,会有怎样的心情?指导朗读句子“小鸭子捉不到虫子,急得直哭”。读出着急的语气。

(6)想象对话:小公鸡捉虫子给小鸭子吃,小鸭子会说些什么呢?

(7)有感情地朗读第2自然段。

3.学习第3自然段。

(1)指名朗读第3自然段,交流:小公鸡和小鸭子又来到哪里?小鸭子为小公鸡做了什么?

(2)小鸭子对小公鸡说了几句话?都是什么意思?(两句话。两个意思:①小鸭子要到河里为小公鸡捉鱼吃。②小鸭子不让小公鸡下水。)

(3)指导朗读。小鸭子会怎么劝小公鸡?读出劝说的语气。

(4)小公鸡为什么捉不到鱼?(小公鸡的爪子是细尖的,无法拨水。小公鸡不会游泳,也就捉不到鱼。)

(5)出示句子:

句1:小公鸡不信,跟在小鸭子后面,也下了水。

句2:小公鸡不信,偷偷地跟在小鸭子后面,也下了水。

①读一读,有什么发现?

②加了“偷偷地”,你仿佛看到了什么?从中读出了什么?(小公鸡是悄悄跟着的,小鸭子不知道小公鸡下了水。)

③有感情地朗读有加点字的句子。

4.学习第4自然段。

(1)小公鸡不听小鸭子的劝告也下水了,结果怎样?为什么会这样?

(2)小鸭子是怎样做的?从哪些词语可以看出小鸭子奋力抢救小公鸡?(忽然、听见、飞快)

(3)比较句子。读一读,比一比。

句1:小鸭子游到小公鸡身边。

句2:小鸭子飞快地游到小公鸡身边。

①这两句读完后,你的感受一样吗?你从加点字中读到了什么?

(小鸭子奋力地游,速度很快,他很着急。)

②有感情地朗读有加点字的句子。

③小鸭子捉鱼给小公鸡吃,小公鸡遇到危险时,小鸭子赶快去救。你觉得这是一只怎样的小鸭子?

5.观察插图,想象对话。

小公鸡被小鸭子救了以后,心里会怎么想?他会对小鸭子说什么?小鸭子又会对小公鸡说什么?

填空:小公鸡________地对小鸭子说:“鸭子哥哥,谢谢你。”小鸭子________说:“__________。”

《小公鸡和小鸭子》教学设计一等奖 《小公鸡和小鸭子》教学设计第二课时篇四

教学目标

1.理解课文内容,懂得伙伴之间,要团结友爱,互相帮助。

2.学会6个生字及生字组成的词语。

3.正确、流利地朗读课文。

教学重点、难点

1.读懂句子,理解词语。

2.识字,写字。

教具准备 图片,生字卡片,小黑板,田字格黑板,词语卡片。

教学时间

二课时

教学设计

第一课时

一、教学目标

(一)理解课文内容,懂得伙伴之间要团结友爱,互相帮助。

(二)读懂句子,理解词语。

(三)正确、流利地朗读课文。

二、教学重点、难点

(一)读懂句子,理解词语。

(二)学习按思考题读懂课文内容。

三、教学过程

(一)读题、解题。

请一位同学读课题。

板书:16* 小公鸡和小鸭子

(1)从课题上看,这课书讲的谁和谁的事?(小公鸡和小鸭子)

(2)“和”在题目中是什么意思?(表示事情发生在小公鸡和小鸭子之间,小公鸡怎样对待小鸭子,小鸭子又怎样对待小公鸡)

(二)初读课文,看图,了解大意,读准字音,能读成句。(读2遍课文)

1.这篇课文一共有几个自然段?几幅图?(5个自然段,5幅图)

师述:这是一篇带星花的课,要求同学们结合看图,一段一段地阅读课文,理解课文内容。

2.出示生字卡片,读准生字的音。

(三)结合看图,分段阅读。

1.读第1自然段,看第一幅图。

(1)这段讲什么?(小公鸡和小鸭子一块儿出去玩)

(2)看看图上画的小公鸡和小鸭子,她们长得什么地方不同?(嘴:小公鸡尖嘴,小鸭子扁嘴。脚:小公鸡脚趾分开,小鸭子脚趾间有蹼相连)

2.读第2自然段,看第二幅图。

(1)指名读课文,大家思考问题:(小黑板)①他们来到什么地方?

②他们一块做什么?怎么样?

③谁帮助谁干什么?

(2)这段讲了什么事?(小公鸡帮助小鸭子捉虫吃)小公鸡是怎样捉虫的?(爪……嘴……)

(3)小鸭子为什么捉不到小虫?(小鸭子的嘴是扁扁的,脚有蹼连着不容易捉到小虫)

3.读第3自然段,(自读2遍)看第三幅图。

(1)指名读课文,大家思考问题:(小黑板)

①他们来到什么地方?

②小鸭子为小公鸡做什么了?他说了几句话,什么意思?

③小公鸡怎样做?

(2)读读小鸭子讲的话,说说他说的两句话是什么意思?(①小鸭子要到河里去为小公鸡捉鱼吃,②他不让小公鸡下水)

(3)小公鸡为什么捉不到鱼?(小公鸡的爪子是细尖的,无法用来拨水,所以小公鸡不会游泳,也就捉不到小鱼)

(4)小鸭子为什么能捉到小鱼?

4.读第4自然段,(读2遍)观察第四幅图。指名读,大家思考问题:

①小公鸡不听小鸭子劝告也下水了,结果怎样?为什么会这样?

②小鸭子怎样做的?从哪些词语看出小鸭子奋力抢救小公鸡?(忽然听见、飞快、背上)

③讲讲这几个词语怎样表现出小鸭子是奋力抢救小公鸡的?

5.读第5自然段(读2遍),观察第五幅图,说说这段话讲的是什么事?(1)指名读,大家思考,小公鸡说了些什么,表示什么意思?(①感谢小鸭子;②承认错误)

6.总结全文。

(1)朗读课文。请两位同学分别读小公鸡和小鸭子说的话,大家齐读叙述部分。要求有感情地朗读课文,能把图画中的意思读出来。

(2)根据板书说说小公鸡和小鸭子是怎么互相帮助的?

【板书设计】

第二课时

一、教学目标

(一)学会6个生字及生字组成的词语。

(二)抄写词语。

(三)正确、流利地朗读课文。

二、教学重点、难点

识字、写字。

三、教学过程

(一)复习检查。

1.朗读课文,分组分段读。

2.出示生字卡片,检查生字读音。

(二)学会6个生字。

1.虫,chóng,拼读音节,读词语:虫子。

(1)识记字形。自学后讨论发言。(虫,ch4ng,独体字,按部件加笔画记字形,“”加第4笔竖“中”,第5笔提“”,第6笔点,“虫”。一共6笔,虫子的“虫”)

(2)指导书写。

①看准位置:扁口“”,压在横中线上,第四笔竖,压竖中线。第五笔提和第六笔点在下半格的上半格里。

②教师写范字,学生仿写字头。

2.河,hé,拼读音节,读词语:河水。

(1)识记字形,自学讨论发言。(河,h6,左右结构,用部件组合法记字形,左边三点水,右边“灯”字去掉火字旁,在横下加个“口”字,(可),组成“河”。一共8笔。河水的“河”)

(2)指导书写。

①整体位置,左窄右宽。

②部件位置:三点水,第一笔靠右,二、三笔对齐,“口”压竖中线上下压横中线。

③教师示范,学生仿写,重点指导三点水的写法。

3.弟,dì,拼读音节。

(1)识记字形,教师边板书边口述笔顺笔画,一笔点“丶”,二笔小撇“”,三笔横折“”,四笔横“”,五笔竖折折钩“”,六笔竖“”,七笔斜撇“弟”。

(2)书空练习,口述笔顺笔画。

(3)指导书写。

①找准笔画位置。“弓”中“”横压横中线,几横之间距离相等。第六笔竖压竖中线。第七笔撇,斜分左下格。

②教师一笔一笔带写,学生仿写字头。

4.面,miàn,拼读音节,读词语:后面。

(1)识记字形,独体字,按部件加笔画的方法记。笔顺是。一共9笔。

(2)书空练习,口述笔顺笔画。

(3)口头组词语。

后面 面前 脸面 河面 面条

(4)指导书写。让学生自己看准笔画位置,写字头,教师巡视,辅导订正。

5.正,zhèng,拼读音节,读词语:正在。

(1)识记字形,教师范写,学生口述笔顺笔画,笔顺是:一丅。一共5笔。

(2)口头组词语。正在正好端正正午正方形

6.哥,gē,拼读音节,读词语:哥哥。

(1)识记字形:自学,同桌互相讨论。(用熟字去偏旁,改笔画方法记字形,去掉“河”字三点水,把竖钩改成竖,是“哥”字的上半部,下半部去掉三点水)

(2)指导书写。上下各一半,第六笔大横压横中线。上下两个“口”字右边压竖中线。教师范写,学生仿写字头。

(三)巩固练习。

1.正确、流利地朗读课文。

2.抄写词语。

虫子 正在 哥哥 河边 后面 弟弟

《小公鸡和小鸭子》教学设计一等奖 《小公鸡和小鸭子》教学设计第二课时篇五

1.认识“块、捉”等12个生字和提土旁。

2.正确、流利、有感情地朗读课文,读准“不”字的变调。通过分角色朗读来体会小鸭子和小公鸡之间的友情。

3.通过朗读比较,联系上下文,了解“吃得欢、偷偷地、飞快地”等词语的意思,体会加上描述动作情状的词语使句子更生动形象。

识字;初步体会“吃得欢、偷偷地、飞快地”等词语的用法。

初步体会“吃得欢、偷偷地、飞快地”等词语的用法。

教学用具:

课件、生字卡片

两课时。

一、导入新课

同学们还记得咱们读过的绘本《有没有胡萝卜味儿的苍蝇》吗?书中的蹦蹦和跳跳是一对非常要好的朋友。今天老师和大家一起认识另外一对好朋友。教师板书课题,学生认读。

从题目上看,这篇课文讲的是谁和谁的事呢?

(小公鸡和小鸭子的事)

在他们之间发生了什么样的事呢?请大家认真听老师朗读,用三角标出不认识的字(二类字以外的)。

二、初读课文,整体感知

1.学生自由朗读

要求:读准字音,在文中标出自然段,并注意“不”字在不同句子中的读音。

2.指名朗读。请一两名同学评价,教师补充。

请同学回答文中共有几个自然段。教师用多媒体展示自然段。

教学预设:学生朗读的过程中,可能会出现字音不准的现象,引出识字教学。

3.刚才同学们朗读时有的字音读得不太准确,这些字是这篇课文中的生字,我们一起来认识认识他们吧!

(1)教师出示生字卡“块、捉、直、河、行、死、信、跟、忽、喊、身”,请同学们认读,教师提示新的偏旁提土旁。

教学预设:这十二个二类字中,“急”和“忽”都是心字底,放在一起讲。“跟”是足字旁,由“路”引出。“行”和“信”放在一起讲,对比单人旁和双人旁。“河”孩子们应该认识,不做多多讲解。“捉”“块”“喊”三个字都是左右结构的字,放在一起讲,提示新的偏旁“提土旁”。“直、死、身”三个字都是独体字,放在一起讲。

(2)教师用多媒体课件出示二类字词语,指名读。

4.学生自读课文,回答下列问题。

(1)文中写了小鸭子和小公鸡之间的几件事?用自己的话说一说。

教学预设:学生应该能够找出发生在小公鸡和小鸭子之间的几件事,但表达上可能会出一些问题。教师应该在孩子的表达上给与一些指导。

三、再读课文,深入理解

1.找同学扮演小鸭子和小青蛙,分角色朗读第三个自然段。体会下面两组句子之间的不同。

1.小公鸡不信,偷偷地跟在小鸭子后面,也下了水。

小公鸡不信,跟在小鸭子后面,也下了水。

2.小鸭子飞快地游到小公鸡身边,让小公鸡坐在自己的背上。

小鸭子游到小公鸡身边,让小公鸡坐在自己的背上。

请同学说说这两组句子在表达上有什么不同。

教学预设:“偷偷地”一词,表明小公鸡瞒着小鸭子下了水,为后面小公鸡溺水做铺垫,去掉 “偷偷地”一词,则表达不出小鸭子不知道小公鸡下水这一点。“飞快地”一词写出了小鸭子急于去救小公鸡的心情。教师需让学生反复朗读这两组句子,体会其间的不同。

四、课堂小结

请学生自由发言,谈谈本节课的收获。

教学目标:

1.会写“他、也、地、说、河、听、哥”7个生字。

2.正确流利的朗读课文,体会“偷偷地”、“飞快地”两个词语在句子中的表达效果。

3.教学重难点:写字、偷偷地”、“飞快地”两个词语在句子中的表达效果。

教学过程:

一、导入

课前回顾。

上节课我们学习了《小公鸡和小鸭子》,文章中出现了很多生字,同学们还能叫出他们的名字吗?教师初始生字卡片,请同学们开火车认读。

二、写字指导

1、学习“也、他、地”

学习“也”。

请同学们观察书本中“也”字的占格,教师板书,学生书空。

学生们试着用“也”字组词。

学习“他”“地”

在讲二类字时已经提示同学们注意提土旁了。再讲“地”字时,指导学生书写提土旁时,把“土”字的最后一笔变成提。

教学预设:先学“也”字,在“也”字的基础上,让同学们自己试着书写“他”和“地”。书写之前,教师现带领学生复习“们”(即复习单人旁)。

2、学习“河”

复习“江”(即复习三点水的书写)和“可”字的书写,让学生观察课本上“河”字的占格,然后请一名同学到黑板上试着书写。教师点评后,示范书写。

学生在书上描红、书写。试组词。

3、学习“说”、“听”

先让一名同学到黑板上书写“请”字,复习言字旁的书写。再请同学们观察“说”的占格。教师示范书写。学生描红、书写。

学生观察“听”字的占格,并说写“听”的注意事项。教师示范书写,学生书空。学生描红、书写。

4、学习“哥”

“哥”字笔顺容易出错,教学时要注意。

先复习“可”字的书写。引出“哥”字的书写。

教学预设:“哥”字书写时的注意事项和“可”字一样,所以用“可”字引出“哥”字的书写。个别同学可能写“可”的时候,笔顺就是错的,所以要讲“可”字和“哥”字的笔顺写在黑板上。

三、展示学生作品

教师边指导,边巡视,将写得工整、漂亮的学生的字拿到展台展示,让学生们向他学习。

四、作业

本课一类字二音二字二词二笔顺。

《小公鸡和小鸭子》教学设计一等奖 《小公鸡和小鸭子》教学设计第二课时篇六

教学目标:

1、认识“块、捉、急、直”等生字和提土旁;会写“也、他、地”3个字。

2、能借助拼音,正确、流利地朗读课文,读准“不”字的变调;读好第2自然段,初步感受小伙伴之间的友情。

3、联系上下文,了解“吃得很欢、急得直哭”等词语的意思并积累。

教学重点:

1、随文学习生字,写好生字

2、正确、流利地朗读课文

教学难点:

1、初步学习联系上下文体会“吃得很欢、急得直哭”等词语的意思。

2、读好“吃得很欢、急得直哭”等词语,体会伙伴之间的友情。

教学准备:生字卡片、多媒体课件、小动物图片

教学过程:

一、图片引入,学习第一节

1、谈话导入:小朋友,今天我们的课堂上来了两只可爱的小动物,你们认识吗?(出示小鸡和小鸭的头饰)喊喊他们的名字,和他们打打招呼吧!

板书:小公鸡小鸭子

读好这两个词

继续板书“和”,揭示课题。

2、齐读课题。

设计意图:课堂伊始,以介绍新朋友的方式导入,揭示课题,学生顺势借助图片说出小公鸡和小鸭子的不同点。这样充分调动了学生的积极性,为学生营造出轻松愉悦的学习氛围。

“和”说明这篇课文写了小公鸡和小鸭子之间发生的故事

二、读准课文,初步感知故事

1、学生自由朗读课文,借助拼音,努力把课文读通顺。

2、三位学生分段轮读2-4节

设计意图:“不”字的变调是学习重点,也是学生朗读的难点,在初读课文后把课文中含“不”字的短语出示出来,引导学生正确朗读,突出重点,解决学生朗读中的难点。

正音:“不”的变调:捉不(bu)到不(bu)会不(bu)信不(bu)行

3、借助提示,运用上面学的词语,说一说

小公鸡和小鸭子一块儿出去玩,当小公鸡看见小鸭子捉不到虫子时,就( );当小鸭子听见小公鸡落水喊救命时,就( )

自由说——指名说——同桌互说

板书:会捉虫不会游泳不会捉虫会游泳

读词语:捉虫学生字:捉

设计意图:这一环节既是让学生对故事有整体把握,又可以对所学的生字新词有一个巩固和运用的机会。

三、学习第一自然段

1、出示课文第一节,自由读,指名读

2、学习“一块儿”,读好儿化音,理解意思:一起

认识生字“块”和提土旁,用换一换的方法识记

3、你每天总是跟谁“一块儿”玩呢?

说话练习:( )和( )一块儿(出去玩)。

( )和( )一块儿( )。

四、读好第2自然段,积累词语

1、自由朗读第2节

2、数数第2自然段共有几句话?(4句)

3、请学生逐句朗读,重点指导读好第2句和第3句

出示:小公鸡找到了许多虫子,吃得很欢。

小鸭子捉不到虫子,急得直哭。

联系上下文理解“吃得很欢”

他捉到了很多虫子,心情怎样?(高兴极了。)

指导朗读:“吃得很欢”写出了小公鸡高兴的心情。

朗读体会“急得直哭”

学习生字:急直

4、平时你有着急的时候吗?你会急得怎么样呢?

《小公鸡和小鸭子》教学设计一等奖 《小公鸡和小鸭子》教学设计第二课时篇七

[教材分析]

这是一篇引人入胜的儿童小故事,课文通过小公鸡捉虫子给小鸭子吃,之后小鸭子又救助不会游泳的小公鸡的故事,告诉我们伙伴之间,要团结友爱,互相帮助。本课重在引导学生进行想象读文识字,激发学生的学习兴趣,从而增加学生对课文内容的理解。在识字教学中,引导学生发挥主动性,激发学生写字的兴趣。

【学情分析】

教材倡导“多认少写,随文识字”的识字教学理念,所以在教学上先让学生看图说、读句子识字,使所认的字得到巩固;接着充分挖掘教材,根据教材插图中的事物与所学内容紧密融合,引导学生仔细观察画面,看图说话,培养、发展学生的语言能力。

[课前准备]

多媒体课件、小公鸡和小鸭子的头饰。

[教学目标]

1.认识“块、捉、急、直”等12个生字。

2.正确、流利、有感情地朗读课文。

[教学过程]

一、导入

1.同学们,你还记得上学期我们学过《雪地里的小画家》这篇课文吗?(记得)现在老师出两个问题考考大家,看看谁的记忆力最好。(1)谁在雪地里画了竹叶?(指名答)答对了,老师把那只会画竹叶的小鸡请到了教室里。看,(出示小公鸡图片)就是它,快来和它打个招呼。(贴到黑板上)(2)谁在雪地里画了枫叶?(指名答)对,老师把它也请到了教室里。(出示小鸭子图片)快来叫叫它的名字。(贴到黑板上)

2.看,老师在它们中间写一个字,你认识吗?(和)这就是我们今天要

学习的课文的题目,谁来读一读课题?(指名读、齐读)

二、新授

1.小公鸡和小鸭子之间发生了什么事?请同学们翻开课本第29页,自己读课文,如果有不认识的字,一定要借助拼音多读几遍,争取记住它,老师什么时候喊“停”,你再停下来。(生自由读)

2.同学们读得可真认真,相信你一定把字音读准确了。谁想把课文读给大家听?课文一共有几个自然段?(4个)那我们就找四名同学来读。其他同学眼睛看着书认真听,你们都是小评委。(指名读)

3.小评委进行评价

4.刚才听了他们四名同学读课文,老师也想读一读,你一定要认真听,听听老师怎样把课文中的小公鸡和小鸭子读活了。(师范读课文)

5.老师读完了,也请你评价一下。听了大家的评价,老师想,你们一定也能读得像老师一样好。请大家再读一读课文,这次只读一遍就停下来。

6.看来大家都读完了。带着拼音的课文你会读了,没有拼音的句子你会读吗?请看大屏幕。(出示带有生字的长句子)

(1)小公鸡找到了许多虫子,吃的很欢。

(2)小鸭子捉不到虫子,急得直哭。

(3)小鸭子说:“不行,不行,你不会游泳,会淹死的!”

(4)小公鸡不信,偷偷地跟在小鸭子后面,也下了水。

谁来读这几句话?(指名分句读)句子里划线的字你认识吗?它和别的字交了朋友你还认识吗?(用不同的方法适时认读生字)

7.这些句子你们读得真不错,下面的词语你会读吗?快和你的同桌一起读一读。(大屏幕出示词语)

8.指名领读、齐读。

9.看来你们可真厉害!有一个小女孩想请你们帮帮她。她想到楼上去玩,妈妈说只有读对了楼梯上的字,才能让她上去玩,你能帮帮她吗?(课件出示楼梯及生字)请你大声读出楼梯上的字。

10.大家成功的帮助了这个小女孩,真棒!下面我们来做写字操,活动活动我们的小手指,准备写字。

11.大屏幕出示“也”、“他”、“地”

请同学们先观察这几个字,它们有什么相同点?(都有“也”)和老师一起写这个字。(师范写,生书空)再讲解“他”、“地”这两个字,左右结构,左窄右宽,提醒双姿。

12.我们把今天认识的字宝宝送回到课文中,请你再读课文,除了要把课文读流利,还要记住故事情节哟!

出示课本上的图片,请同学们根据课文内容讲故事。

三、作业

把《小公鸡和小鸭子》这个故事讲给爸爸妈妈听。

《小公鸡和小鸭子》教学设计一等奖 《小公鸡和小鸭子》教学设计第二课时篇八

1、这节课我们继续学习课文5——(引读课题)。

2、上节课我们知道了小公鸡和小鸭子是一对好朋友,他们常常一块儿出去玩。一样是黄乎乎的,站在一起,你还认得出他们谁是谁吗?(出图片)

3、你是怎么认出他们的?(他们长得不一样。嘴:小公鸡的嘴尖尖的,小鸭子的嘴扁扁的。脚:小公鸡脚趾分开,没有脚蹼,小鸭子脚趾间有蹼相连。)

(你真会观察!)

4、他们的特征小朋友们记得清清楚楚,那课文中的一些词语,你也能记得那么牢吗?

草地 小河 一块儿

不行 不信 捉不到

忽然 淹死 喊救命

吃得很欢 急得直哭

(一)学习第二自然段

1、草地和小河,分别是小公鸡和小鸭子最喜欢去的地方啦!这么好玩的地方,你们想不想去看看?

2、那咱们一块儿去吧!瞧,春天来了,柳树发芽了,花儿也竞相开放,像这样美丽的景色,我们可以送他一个词——柳绿桃红,是呀,多美呀!你看,地上的小草也柔柔的,绿绿的。来到这片草地上,你最想做些什么?

3、你知道吗?小公鸡比你还要喜欢这片草地呢!快看看,小公鸡在草地上做什么呢?

4、谁来说说小公鸡是怎样捉虫的(演一演)。有了这小尖嘴儿,他捉虫子的本领可厉害着呢!在这儿,小公鸡找到了许多虫子!心情怎么样?(高兴极了。)你从哪里看出来的?(吃得很欢)指导读好句子"小公鸡找到了许多虫子,吃得很欢"。读出高兴的心情。

5、小鸭子也来了吗?他捉到虫子了吗?为什么捉不到?(小鸭子的嘴是扁扁的,脚有蹼连着,不容易捉到虫子。)

6、想象:小鸭子捉不到虫子,心情怎么样?指导朗读句子"小鸭子捉不到虫子,急得直哭"。(多着急呀!都急哭了!)

7、小公鸡是怎么做的呢?

想象对话:小公鸡捉虫子给小鸭子吃,小鸭子会说些什么呢?

7、是呀,多好的一对朋友呀!让我们一起来读一读这段草地上捉虫子的故事!

8、读到这儿,你觉得这是一只什么样的小公鸡呢?

填空:这是一只( )的小公鸡。

(二)学习第三自然段。

(1)我们接着往下看,去小河边咯。谁来为我们读一读第3自然段,其他小朋友也有任务,请你一边听一边想一想:小公鸡和小鸭子来到小河边又发生了什么事呢?(2)指名交流。(你不仅听得仔细,也很会动脑筋!)

(3)那我们一起来看看,小鸭子对小公鸡说了几句话?都是什么意思?(两句话。两个意思:小鸭子要到河里为小公鸡捉鱼吃。小鸭子不让小公鸡下水。)

(4)哦,小鸭子捉不到虫子,可他却是捉鱼的高手呢!谁来做做这只小鸭子,读一读他说的第一句话。(能捉鱼给弟弟吃,这只鸭子哥哥很高兴呢! 去捉鱼看起来挺有意思呢!)

(5)听他这么说,小公鸡也想去,所以小公鸡说——引读“我也去。”

(6)小公鸡能不能去?小鸭子怎么劝他的?(演一演)

(7)是呀,小公鸡不会游泳,可千万别去!小公鸡听话了吗?你怎么知道?

(8)出示句子:

句1:小公鸡不信,跟在小鸭子后面,也下了水。

句2:小公鸡不信,偷偷地跟在小鸭子后面,也下了水。

(小公鸡是悄悄跟着的,小鸭子不知道小公鸡下了水。)

(三)学习第四自然段

(1)小公鸡不听劝告也下了水,结果怎样?

(2)小鸭子是怎样做的?

(3)比较句子。读一读,比一比。

句1:小鸭子游到小公鸡身边。

句2:小鸭子飞快地游到小公鸡身边。

(小鸭子奋力地游,速度很快,他很着急。)

(4)小鸭子捉鱼给小公鸡吃,小公鸡遇到危险时,小鸭子飞快地去救。你觉得这是一只怎样的小鸭子?

(5)观察插图,想象对话。

小公鸡被小鸭子救了以后,心里会怎么想?

填空:小公鸡________对小鸭子说:"鸭子哥哥,谢谢你。"

小结板书:像小公鸡和小鸭子这样,我遇到困难的时候你帮助我,你遇到困难的时候我帮助你,这就叫互相帮助!这也是好朋友之前最珍贵的情谊。

分角色朗读课文。请两位同学分别读小公鸡和小鸭子说的话,大家齐读旁白。

《小公鸡和小鸭子》教学设计一等奖 《小公鸡和小鸭子》教学设计第二课时篇九

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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?这里我整理了一些优秀的范文,希望对大家有所帮助,下面我们就来了解一下吧。大班《小猴卖圈》教学反思篇...

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我给爸爸妈妈打分作文(精选4篇)

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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?这里我整理了一些优秀的范文,希望对大家有所帮助,下面我们就来了解一下吧。我给爸爸妈妈...

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中班体育游戏教案机灵的小兔 中班健康机灵鼠小弟教案反思四篇(实用)

中班体育游戏教案机灵的小兔 中班健康机灵鼠小弟教案反思四篇(实用)

作为一位无私奉献的人民教师,总归要编写教案,借助教案可以有效提升自己的教学能力。大家想知道怎么样才能写一篇比较优质的教案吗?下面我帮大家找寻并整理了一些优秀的教案范文,我们一起来了解一下吧。中班体育游戏教案机灵的小兔 中班健康机灵鼠小弟教案...

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