还剩2页未读,继续阅读
文本内容:
《我不能失信》教学设计教学目标知识与技能
1、正确、流利、有感情地朗读课文,掌握生词
2、培养学生独立阅读的能力,能概括课文的主要内容
3、能结合课文,联系生活实际,和同学交流读后的感受情感态度
1、感受宋庆龄诚实守信的可贵品质,受到诚信教育
2.、与人相处,要讲诚信,诚信是人的立足之本教学重点理解小庆龄拒绝父母的建议,坚持留在家里的内容教学难点如何使学生通过对话和动作来领会人物的内心世界和性格特点课前准备发动学生寻找宋庆龄的生平资料,阅读有关宋庆龄的故事课时安排1课时教学步骤
一、谈话导入,揭示课题
1、咱们班坐了这么多的学生,我想问问大家都有没有朋友啊?大家喜欢和什么样的人交朋友呢?说说对方要有什么样的品质,你们之间的友谊才能长久呀?
2、今天我们就来学习一个小故事,叫《我不能失信》,看看文中的主人公有没有什么我们值得学习的好品质
3、看课文之前呢,我们先看看题目,看能不能猜到些什么“我”就是指主人公了,“不能”就是不能够的意思,是一种意念较强的否定,同“不想”“不愿”比较起来,更加有了强制力能看出是在一种两难的境地下,必须做出的一种选择这个“信”字,单看的话,常用意思是有好几个的,
①诚实,不欺骗~用~守~誓旦旦
②不怀疑,认为可靠~任~心~念
③崇奉~仰~徒
④消息~息杳无音~
⑤函件~件~鸽~访那么“失信”中的“信”,同学们看看是第几个意思呢所以单从题目我们就可以读到一些信息,就是主人公在一种两难的境地下选择了不能失信好,说了这么多,现在就让那个我们来看看这个小故事吧
二、初读感知
1、学生自读课文,了解故事内容,标出不认识的字词
2、讨论1)故事发生在什么时间?一个星期天2)讲到了哪几个人?他们间有着怎样的联系?爸爸伯伯家宋庆龄妈妈小珍3)课文主要讲了一件什么事课文讲了一个星期天,宋耀如一家准备到一位朋友家去,二女儿宋庆龄也很想去她突然想起上午要教小珍学叠花篮,爸爸妈妈都劝她改天再教,但她为了守信坚持留了下来
三、分角色朗读
四、深入探究
1、小庆龄想不想去伯伯家?你是从文中哪些词句中得出结论的?(出门前)
2、她那么想去,出门时为什么停住了脚步?(出门时)
3、爸爸妈妈是怎样劝说她的?她的态度怎样(把握神态、动作和语言描写)
4、从这个故事中你受到了哪些启发?*要做一个诚实守信的人;*做人做事都应该说到做到,说话算话;*诚实守信能得到朋友的信任和尊重;*与人相处,要讲诚信,诚信是人的立足之本
5、交流讨论
1、读了这个故事,你觉得宋庆龄做得对不对?
2、你在日常生活中有没有遇到过类似的事?你是怎么处理的?读了本文后有何新的感想?
3、小结俗话说“一诺千金”,诚实守信自古就是美德,是我们做人处事的基本准则我们以后也要像小庆龄一样做一个守信用的人
6、有关“诚信”的格言
1、与朋友交,言而有信——子夏(春秋)
2、言必信,行必果——孔子(春秋)
3、一言为重百金轻——王安石(宋代)
4、欲信人,必先有信——吕不韦(秦朝)
5、固定于民,民定于信——司马光(北宋)板书设计我不能失信时间一个星期天地点家里人物爸爸伯伯家宋庆龄妈妈小珍出门前特别高兴早就盼望非常想去出门时想起约定父母劝说坚持留下课后分析诚实守信是为人处世的基本准则,讲究“诚信”是我们中华民族的传统美德,更是我们今天社会主义精神文明建设的重要内容在教学中仅仅抓住文中的对话和动作来领会小庆龄守信用的可贵品质,让孩子受到启发和熏陶感染,这似乎有些单薄所以我在课堂加入了”交流讨论”环节,让孩子们针对“庆龄这样做对不对”这一主题进行了辩论,“如果是你,你会怎样处理这类件事”进行身体力行的设想,使学生在思维火花不断的碰撞中感悟体会诚实守信的可贵之处,收到了意想不到的效果目 录
一、绪论
1.《现代汉语词典》的地位及其发展····································
12.叠音词的产生······················································
23.叠音词及其研究的发展··············································
24.叠音词的辨别······················································2
二、叠音词类型·······················································3
(一)AA式··························································
31.结构意义上分类··················································
32.韵律分布特征分类················································
43.特殊形式························································5
(二)ABB式·························································
51.构成····························································
52.语法特点························································6
(三)AAB式·························································6
(四)AABB式························································
71.根据词性分类····················································
72.特点····························································7
三、叠音词表达效果····················································
81.写景状物··························································
82.描写人物··························································
93.描写声音··························································
94.描绘色彩··························································9结语································································10参考文献·····························································11谢辞································································12。