《大自然的语言》教学设计

《大自然的语言》教学设计教学目标：1.准确朗读生字新词。2.通过诵读诗歌理解大自然的语言，感受大自然语言的神奇，激发学生探索大自然语言的兴趣。3.引导学生结合自己的生活和想象，用其他大自然语言创作诗歌。4.培养学生留心观察周围事物的习惯，激发学生发现大自然奥妙的兴趣。教学重难点：1.能够流利、准确、有感情地诵读诗歌，感受大自然的神奇，激发探索大自然语言的兴趣。2.结合学生的生活和想象，整合课内外的课程资源，引导学生创作诗歌。教学过程：一、导入，揭示课题1.导入教师：同学们，我们问好的时候，用的是什么？学生：语言。教师：不错，但是不只是人类才有语言，还有一种非常独特美妙的语言，那就是——（板书：“大自然的语言”）2.齐读课题，讨论教师：读了课题，你们想知道什么？学生1：大自然的语言是什么样子的？学生2：什么是大自然的语言？二、整体感知诗歌1.检查预习教师：大自然也有语言？它的语言是怎样的？我们能读懂吗？现在请大家打开课本88页，带着这些疑问，一起感受这首诗歌。教师检查预习情况，让一组同学来读生字新词，重复读正确的词语。2.朗读诗歌，整体感知教师：同学们读得真好。现在这些词语又回到了诗歌中，你们还认识它们吗？请看看屏幕上的提示，谁来为大家读一读？（学生读）教师：大自然的语言是怎么样的？谁来说？学生1：大自然的语言很奇妙。学生2：大自然的语言很神奇。教师：是啊，大自然的语言真奇妙。那么大自然用什么跟我们说话？（学生：白云、蚂蚁、蝌蚪、大雁、大树、大鱼、三叶虫化石）教师：你们读得真认真！三、重点品评诗歌1.学习2-8小节教师出示图片，让学生描述看到了什么。教师：同学们，你们看到了天上的白云，这就是大自然的语言。大自然在告诉我们什么？（学生：白云飘得高高，明天准是晴天。）（板书：“云高高---晴”）教师让学生朗读白云的语言。Teacher:Whocantellushowwellheread?(pointingtoastudentforevaluation)Student:Hereadwithacheerfultoneandconveyedahappymood.(Teacherassumesstudentscannotreadwithacheerfultone:Teacher:It'ssuchabeautifuldaywithsunshineandwhiteclouds.Howdoesitmakeyoufeel?)Teacher:Let'sallreadwithacheerfultonelikehedid,andreadthelanguageofthecloudstogether,okay?Teacher:Youalldidgreat,andIcanhearthejoyinyourvoices.Teacher:Lookagain,whatdoyousee?Student:Antsarebusymoving.Teacher:Whyaretheantsbusymoving?Student:Becauseit'sgoingtorainsoon.Teacher:Thisisalsothelanguageofnature(showingtwolines).Whowantstoreadit?Student:Antsarebusymoving,theyneedtobringanumbrellawhentheygoout.(Writeontheboard:Antsmove---Rain)Teacher:Wow,thelanguageofnatureissobeautiful.Iwanttoreadittoo.Let'sreadittogether!I'llreadthefirsttwolines,andyoureadthelasttwolines,okay?(Showthepoem)Section4-5Teacher:Naturehasmanysecretstotellus.Let'stakealookatthispicture.Whatdoyousee?(Students:Tadpoles)Whatdotadpoleslooklike?(Pause)Teacher:Yes,tadpolesswiminthewater,justlike?Studentreads:Black"pause".Teacher:Look,theselittletadpolesareswimmingfreelyinthewater,whatisnaturetellingus?Student:Springhasarrived.Teacher:Why?Becausespringhasarrived,thesnowmelts,andtadpolescanswimfreelyinthewater.(Writeontheboard:Tadpolesswim---Spring)Thisisthelanguageofnatureconveyingthebreathofspringtous.Teacher:Whichsectionissimilartothefourthsection?(Students:Fifthsection)(Showthefifthsection)Cansomeonereaditforus?Teacher:Geeseflyingsouth,justlike?(Showpicture)(Student:Ellipsis)Teacher:Whatelsedoesitwriteinthebluesky?Student:Autumnisrightinfrontofus.(Writeontheboard:Geeseflysouth---Autumn)Teacher:Group1and2,youarethelittletadpolesswimmingfreely,let'sreadthefourthsectiontogether.Group3and4,youarethegeeseflyinginthesky,bringingthegoodnewsofautumnharvest.Let'sreadthefifthsectiontogether.(Groupsreadtheirrespectivesections)Section6-7Teacher:Whatotherlanguagesdoesnaturehave?(Showsections6-7)Pleasereadthemquicklyandfindoutwhatotherlanguagesnaturehas.Student:Treerings,circlesonfishscales.(Showapictureoftreerings)Teacher:Thisisthetree'sannualring,ittellsustheageofthetree,oneringgrowsinoneyear.(Writeontheboard:Bigtree---Oneringperyear)Teacher:Infact,thecirclesonfishscalesrepresentoneyearofageaswell.Teacher:Alright,nowlet'sreadsections6and7together.(Readtoge