最新狼教案设计6篇(通用)

时间：2023-05-19

小编：zdfb

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。那么教案应该怎么制定才合适呢？下面是小编带来的优秀教案范文，希望大家能够喜欢!

狼教案设计篇一

1.能分角色朗读课文。

2.学会本课生字，其中田字格上面的只识不写，理解由生字组成的词语。

3.让学生懂得坏人总要找借口做坏事的，他们是不讲道理的

教学重点难点:

重点：识字、写字、朗读

难点：懂得对狼这样的坏蛋只讲道理是不行的

教学具准备:字卡、小黑板、投影。

主要板书计划:

11 狼和小羊

狼小羊

找碴儿讲理

你把我喝的水弄脏了您在上游

去年你在背地里骂我去年我还没出生

反正都一样 ……

（蛮横不讲理）（温和善良）

作业设计安排:

课内：抄写字词、填空、扩词。

课外：把故事讲给家长听。

教学时间：三课时。

教学过程：

第一课时

一、启发谈话，揭示课题

１、谈话

同学们，我们听过很多狼的故事，你们认识的都是怎样的呀？

２、板书课题：11 狼和小羊

３、教学“狼”

指名拼读，注意读准边音。

狼是什么字？为什么用“反犬旁”？

４、看到“狼和小羊”这个题目，你想知道什么？

（狼为什么要和小羊在一起？它们之间发生了什么事？小羊会有什么遭遇？）

二、范读课文

边听边思考：这篇课文主要写了一件什么事？

读后讨论上述思考思考题。

三、教学生字字音

１、轻读课文，画出本课生字词。

２、重点拼读要求掌握的字词。

３、检查自学情况。

抽读生字卡片。

弄脏温和亲爱倒流背地里啊

扑去吃惊骂我可怜找碴儿

提醒学生注意下列生字的读音。

脏 zang（平舌音）怜 lian（边音）

弄 nong（鼻音）碴 cha（翘舌音）

亲 qin（前鼻音）惊 jing（后鼻音）

４、巩固。

（1）找朋友游戏。

将生字和音节分别发给小朋友。师要找一个字，拿到该字音节和生字卡片的小朋友走上讲台，找对了，全体同学读三遍。

（2）给下列生字加上声母。

（）ang （）ang （）an

狼脏站

（）ai （）eng （）ian

再争怜

四、试读课文

１、轻读课文。

２、给自然段标上序号。讨论：本课共有几个自然段？

３、指名分段试读课文。

要求：（1）不掉字，不添字，不错字，不破词破句。

（2）边读边思考：狼找了几次碴儿？狼为什么要找碴儿？

读后师生共同评议。

五、作业

正确地读课文。

第二课时

一、听话练习

听老师说句子，完整的拍三下手。

1、天上飘着一朵朵百云。

2、公园里的花

3、看见小羊在河边喝水

4、狼故意找碴儿

二、讲读课文

１、精读第一自然段。

（1）观察插图。

图上画的什么地方？图上有谁和谁？它们在干什么？

（2）指导说具体。

一只（）小羊在（）小溪边喝水。

一只（）狼走来，想（）。

（3）指名连起来说图意。

（4）指名读第一自然段。

谁先来到小溪边？你从哪儿看出来的？

（5）小结段意。

２、精讲第2-6自然段。

（1）指名读2-6自然段。

a 思考：这五个自然段主要讲什么？

b 读后讨论下列思考题。

（2）精读第2、3自然段。

a 指名读2、3两段。

b 讨论：狼第一次找了什么理由？

“你安的什么心”是什么意思？

c 羊是怎样回答的？

看图理解“上游”和“下游”及小羊说的话。

“我怎么会把您喝的水弄脏呢？”谁能换个说法，使原来的意思不变？（我不会把您喝的水弄脏的）

d 指导朗读。

狼的话要读出凶狠的语气，小羊的话要读出温和的语气。

e 小结：第2、3自然段写狼第一次找碴儿，羊用事实驳斥了它。

（3）精读第4、5自然段。

a 轻声读4、5段。

b 讨论：狼第二次找的什么理由？小羊是怎样回答的？

c “就算……总是……”这句话是什么意思？

d 教学词语：气冲冲、可怜、背地里

气冲冲：形容非常生气的样子。

可怜：值得同情。

背地里：背后。

e 指导朗读。

（4）精读第6自然段。

a 听老师读课文。

b 讨论：狼第三次找什么理借口？

（板书：反正都一样）

“反正”什么意思？（情况不一样，结果还是一样。由此可见狼的蛮不讲理）

c 教学生字词的意思。

再：表示又一次。

争辩：跟人家争论。

d 为什么这一次不写羊讲理的话？

谁来说说狼向小羊扑去，结果怎样？

e 指名有感情的朗读课文。

（5）小结第2-6自然段。

a 自由练读2-6段。

b 练习说话。

指名用“先……再……最后……”的句式把狼三次找碴儿的经过说出来。

指名用羊反驳的话来说明狼是故意在找碴儿。

c 师述：凶恶的狼想吃小羊，就故意找碴儿，由此可见狼是多么的蛮横、不讲理，温和、善良的小羊认为自己有充分的理由，就一次又一次地和狼讲理，最后还是被狼欺负。这个寓言告诉我们：对于像狼一样的恶人，我们不能太善良，要认识他们的本性，要设法和他们斗争。

d 启发想象，发散思维。

如果你是小羊，你会怎样和狼作斗争？

三、作业

１、口头扩词。

冲（）（）（）

温（）（）（）

２、填空

“我怎么会把您喝的水弄脏呢？这句话的意思是

这则寓言告诉我们：

。

第三课时

一、复习检查

１、读词语卡片。

可怜温和故事气冲冲坏家伙

小溪先生争辩不可能弄脏了

２、用“总是”、“经常”各说一句话。

３、用下列生字扩词。

先争再温

二、教学生字

１、教学生字字形。

“背、啊、倒、温”按笔顺描红。

２、指导写字。

在要求写的字中，“狼、温”，这两个字都是左右结构的字，且都是左窄右宽；“倒、啊”是左中右结构的字，写时要把握好各部分在田字格的位置；“弄、亲”都是上下结构的字，“弄”字下面一横最长，“亲”字中间一横最长。

３、抄写生字。

４、听写词语。（复习的词语）

三、分角色朗读课文。

读课文做记号。

１、先用波浪线画出狼找碴的语句，再用。。。。。圈出表现狼的神态和动作的词。

指名试读写狼的句子。

２、用同样的方法找出写小羊的句子。

指名试读。

３、分角色朗读课文。（可戴头饰表演）

四、课堂练习。

复述课文。

按照“看见——想吃——就找——扑去”的顺序把这个故事讲给小朋友听。

五、作业

1．把故事讲给家长听。

2．抄写字词。

狼教案设计篇二

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狼教案设计篇三

1.掌握生字生词，七年级下第30课狼教案设计(新课标)。

2.学习记叙的顺序和结构。

3.理解文章的内容和中心意思。

学生刚刚接触文言文，课堂教学的每一个环节都必须知识引路。教师要清醒地认识文言文阅读的一般规律，从整体到局部，从熟读到理解，从语言形式到思想内容，一步一步地引导学生自己进入学习的领域，从自己的学习实践中逐步掌握文言文阅读的基本方法。

本文篇幅较短，内容并不难懂，但字词、句式难点很多，语言障碍较大，故教学时重点应放在字词句的串讲上。但字词句的解决一点也不能离开语言环境，要从上下文意中去掌握字词的含义。

本文可用两课时进行教学。第一课时初步解决生字生词，以熟悉课文为主；第二课时掌握文章的结构形式和思想内容。教学方法仍以学生的活动为本，教师只能处在引导、点拨的地位。

1.朗读课文熟悉课文。

2.参看注解，理解生字生词。

3.复述故事大意。

（1）学习文言文和学习现代文不同的地方有两点：一点是由于社会生活的变迁，造成内容的差距、认识的困难；一点是由于语言的演变，造成文字的差异、理解的障碍。这两点又以语言障碍为主。

（2）文言文的语言障碍主要在词和句上，有很多词和句在意义和用法上都和现代文不同，学习时要特别注意这些不同的词句。

（3）文言文阅读的方法最重要的是熟读。开始时参看注解，会认会读；然后就要朗读，读得琅琅上口、滚瓜烂熟才便于理解。

（4）今天学习课文《狼》，就要按照上述的认识和方法来安排教学活动。

这篇课文的有关知识要记住这样几点：

①出处。本文节选自《聊斋志异》。

②作者。蒲松龄，字留仙，号柳泉居士，清朝山东人，是我国著名的文学家。他自幼勤学、聪敏，但一生考场不利，自学成才，在家乡设馆教书，创作了许多鬼怪故事，后来汇编成书，就是《聊斋志异》。

③《聊斋志异》是我国著名的文学作品，是短篇小说集。作者通过谈狐说鬼，讽刺当时社会的黑暗、官场的腐败、科举制度的腐朽。作品的艺术成就很高，具有现实意义，故事曲折离奇，人物形象鲜明生动。很多篇目已改编成电影电视，为大家所熟悉。

这一部分主要由教师讲授。

（1）教师布置学生自读课文。要求参看注解，划出生字生词；试通文句，弄清内容大意；

小声默读一遍。

（2）学生发问。

除注解以外，文中还有不懂的字词，要求学生当场发问，教师当堂解决。

第一遍：要求读音准确。

第二遍：要求大体顺畅。

第三遍：要求读出语气。

每一遍，教师均有讲评。

教师给三五分钟让学生再默读识记，要求能大体复述故事情节。

找三个学生复述，每一次复述都有不同的要求，教师要作出讲评。

第一次，找中间程度的学生，让他看着课文复述，实际上是对着课文口头翻译，大体译对即可。

第二次，找中间偏上学生，要求对着课文较为准确地翻译。

第三次，找上等程度学生，背着课文复述，要求不遗漏主要情节。

在这三次复述过程中，其他学生主要熟悉古今不同意义的字词。教师随订正随理出掌握的主要词语。

拟挑出常用的、比较容易掌握的单音词，随讲随写黑板，让学生笔记，以便复习掌握。

常用字词：

惧：恐惧。从：跟随。故：原来（一样）。驱；追赶。窘：困窘。恐：恐怕。顾：看到。瞑：闭眼。暴：突然。毙：杀死。股：大腿。寐：睡觉。黠：狡猾。

止：有两讲——

上述的`生字生词要入文作出准确解释，可让学生当堂翻译原句，不要只是单个记词义。

另有两个词用的是引申义，书上有注释，教师可略加提示，学生懂得文中意思即可，不必深究。这两个词是：

缀：原意是连结，文中意是紧跟。

弛：原意是放松，文中意是卸下。

其它不论实词还是虚词，可不单独讲解，以能理解文意为准。

1.按照记叙的顺序，看看本文叙述的故事可分成几个部分，用一个词（或词组）给每个部分作出概括。

2.用现代汉语翻译最后一个自然段。

3.思考练习一。

4.做练习二、三，答案做在书上。

狼教案设计篇四

一、教学目标

1. 认识"狩、宠、厄、悖"4个字。

2. 能正确、流利、有感情地朗读课文。

3. 理解课文内容，初步懂得生物之间存在着相互制约、相互联系的关系，增强维护生态平衡的意识。

4. 领悟作者通过具体事例的分析概括说明道理的表达方法。

二、教学重点

弄清罗斯福下令捕杀狼这一决策错在哪里，理解本文的结论。

三、媒体运用

1. 课前查阅有关生物链的资料。

2. 大屏幕演示总结语，引起学生注意。

四、教学流程

〈一〉导入

同学们，你们喜欢动物吗？喜欢什么动物？为什么？在美丽的大森林里，由生活导入鹿给你留下了什么印象？狼呢？学文，增加是啊，鹿通常是美丽善良的化身，而狼却凶恶残暴，今天我们共同来学习学文兴趣《鹿和狼的故事》（板书课题），看看课文又给我们讲了一个什么故事呢？

〈二〉初读

1. 请同学们打开书，轻声读课文，注意读准字音，读通句子，遇到不懂的字词可以借助工具书和联系上下文理解。

2. 指名读。思考：课文讲了一个什么故事？

理解"苟延残喘"、"罪魁祸首"。

3. 指名说主要内容。

〈三〉理解

1. 导言

是啊，昔日的森林松杉葱郁，而今却面目全非；原来的鹿群活泼自由，现在却苟延残喘。这严重的生态灾难不能不使我们感到痛心疾首。然而，罗斯福无论如何也想不到，他下令捕杀的恶狼，居然也是森林的保护者。如果有人能够劝阻他不再继续这个错误的决定，必将会挽救森林，挽救鹿群，挽救整个生态系统，可惜，罗斯福身边没有这样的人。同学们，让我们快快行动起来，向总统先生进见直言吧！我们来以形式的创给他写一封信，好吗？新达到激发要想使这封信更具有说服力，我们需要以课本为依据，可以用事实说学文欲望话，可以讲明道理，可以引用身边的例子，要有理有据的阐明你的观点。

2. 自由研读课文，思考如何写信。体现自主与

3. 小组交流。合作

4. 集体交流。

（根据学生信的内容适时小结出：生物之间的关系相互制约、相互联系；不要以惯有的眼光片面的认识事物）

〈四〉总结

同学们一封封发自肺腑的信，不仅使罗斯福醒悟，也会使更多的人警醒。

我们的目的只有一个：这个惨痛的教训不要再重演。

在这节课即将结束时，请同学们再回味全文，此时，你最想说什么？回味全文，老师这也有一句话，送给大家：尊重动物，尊重自然，也就是尊重自己。领悟文旨。

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