四年級下冊語文單元習(xí)作《我學(xué)會了》教學(xué)設(shè)計(部編版)

四年級下冊語文單元習(xí)作《我學(xué)會了》教學(xué)設(shè)計(部編版)

【教材分析】本課是一篇記敘文，要求學(xué)生寫出自己學(xué)會一項本領(lǐng)的經(jīng)過，要求寫得具體、真實(shí)?！窘虒W(xué)重點(diǎn)】學(xué)生能夠清楚、具體地寫出自己學(xué)會一項本領(lǐng)的經(jīng)歷?！窘虒W(xué)難點(diǎn)】學(xué)生選材準(zhǔn)確，寫出學(xué)習(xí)過程的具體細(xì)節(jié)。【教學(xué)過程】一、導(dǎo)入新課：吳老師介紹同學(xué)們都有自己的拿手本領(lǐng)，讓同學(xué)們大聲自豪地說出自己學(xué)會的本領(lǐng)。老師鼓勵同學(xué)們把學(xué)習(xí)的過程寫下來，展示給同學(xué)和老師看。二、審題、指導(dǎo)選材1.出示習(xí)作要求，讓同學(xué)們明確本次作文的要求。2.讓同學(xué)們思考本文要寫的內(nèi)容和寫作方式。3.指名交流，讓同學(xué)們表達(dá)出自己的真實(shí)情感。4.老師提醒同學(xué)們，本次作文只能選一樣本領(lǐng)來寫，讓同學(xué)們選擇一個比較有趣、有意義、難忘的本領(lǐng)。三、指導(dǎo)習(xí)作1.老師以煮蛋花為例，讓同學(xué)們按照正確的順序?qū)懗鲋蟮盎ǖ倪^程。2.讓同學(xué)們思考如何將這些句子連成一段通順的話。3.指名同學(xué)回答，讓同學(xué)們明確排列順序的重要性。四、寫作訓(xùn)練讓同學(xué)們結(jié)合自己選定的本領(lǐng)，寫出自己學(xué)習(xí)的過程，寫得具體、真實(shí)。老師可以提供一些寫作技巧和指導(dǎo)，幫助同學(xué)們完善作文。五、作品展示讓同學(xué)們交換作文，互相欣賞、評價，并提出改進(jìn)意見，幫助同學(xué)們提高寫作水平。老師指導(dǎo)學(xué)生如何敘述一個過程，引導(dǎo)學(xué)生注意動作的先后順序，并介紹了表示先后順序的詞語。接著，老師讓學(xué)生思考如何更具體地描寫一個過程，包括動作、語言、神態(tài)和心理活動等方面。學(xué)生們在老師的引導(dǎo)下，互相分享自己的經(jīng)歷和感受，并模仿老師的方法，互相幫助修改敘述的不足之處。通過這樣的教學(xué)過程，學(xué)生們能夠更好地掌握如何敘述一個過程，以及如何描寫更具體、生動的情境。Teacher:Areyouallready?Ican'twaittohearyourwonderfulstories.ShowusyourbrillianceandletyourclassmatesandIcaptureyouramazingmoments.Student1:(narratestheexperienceoflearninghowtosewabutton)Teacher:Whatdidyoulearnfromhisstorythatyoucanapplytoyourownlearning?Studentsrespond:Heexplainedtheprocessofsewingthebuttonindetail.Itwasveryspecific...Teacher:Ifitwereyou,whatadditionalinformationwouldyouinclude?Sharewithus.Student:...Teacher:Wasitasuccessfulattempt?Howdidyoufeelwhenyousawthebuttonyousewed?Whatwordsorphrasescanyouusetodescribeyourhappiness?(jumpingthreefeethigh,extremelyexcited,dancingaround,overjoyed...)Whenwritinganessay,incorporatingyourfeelingscanmakeitbothrealisticandexpressive.Student2:(sharestheexperienceoflearninghowtostir-frycucumberslices)Teacher:Let'sgivehimaroundofapplauseforhisfantasticstory.Whydidyouapplaudhim?(Students:usedappropriatewords,wroteabouttheirpsychologicalfeelings,expressedtheirexperiences...)Afterlisteningtohisstory,whatinterestedyouthemost?Whatwasgoodaboutit?Whataspectsofthecharacterdidhecapture?Howwelldoyouthinkheusedwords?Whowantstopraisehim?Whatwereyouthinkingbefore,during,andaftercooking?Whatdidyoulearnfromlearninghowtocook?Teacher'sSummary:Whennarrating,it'simportanttobespecificaboutthelearningprocess.Youcandescribethecharacter'slanguage,actions,expressions,andpsychologicalactivities.Application:1.Aswegrowup,welearnmanyskills,suchasridingabike,swimming,andjumpingrope...We'vegrownupthroughcountlesslearningexperiences!Theteacherwouldliketoknoweachstudent'sstory,butcan'tlistentoeveryone.Therefore,let'spickupourpensandrecordourgrowthjourney!Pleasewriteapassagecenteredaround"Ilearnedhowto..."basedontheprovidedsequencewords.Payattentiontodescribingthecharacter'slanguage,actions,expressions,andpsychologicalactivities.Theteacherislookingforwardtosharingeveryone'ssuccessstories.Let'sbegin!2.Reviewingtheworks:(1)Haveastudentreadtheirworkaloudwhiletheotherstudentslistenforgoodwriting.(2)Haveanotherstudentgivefeedback.(Isthereaclearsequence?Canyoutellthattheywentfromnotknowingtoknowing?Isitspecific?Didtheycapturetheirownaspects?Didtheyusebeautifulphrases?Didtheydescribetheirownpsychologicalactivities?)(Youseemtopayattentiontoaccumulatingbeautifulphrasesandreadingbooks.)(Youalsodescribedyourownpsychologicalactivities,whichisveryrealistic.)HomeworkAssignment:Classisover,butyouressaymaynotbefinishedyet.Don'tletyourthoughts