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最新《观潮》第二课时教学设计与反思(十二篇)

格式:DOC 上传日期:2023-03-23 16:56:53
最新《观潮》第二课时教学设计与反思(十二篇)
时间:2023-03-23 16:56:53     小编:zdfb

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。那么我们该如何写一篇较为完美的范文呢?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。

《观潮》第二课时教学设计与反思篇一

理解课文中有关“潮来之时”的记叙,学习作者有顺序的观察方法,培养留心周围事物的习惯。

以读为本,感悟文章的语言魅力。

1、了解钱塘江大潮的壮丽与雄奇,激发热爱祖国大好河山的感情。

2、学习作者有顺序、抓特点的观察方法,培养留心周围事物的习惯。

3、学会本课13个生字。掌握“笼罩、昂首、颤动、盼着、屹立、恢复、若隐若现、天水相接、山崩地裂、风号浪吼”等词语。

4、有感情地朗读课文,背诵3、4自然段。

师生查阅有关钱塘江的资料,包括文字、图片、录像带等。

2课时。

1、感悟课文内容,了解钱塘江大潮是天下奇观,激发学生热爱祖国大好河山的情感。

2、领悟词语,理解并积累运用课文中描写潮水的句子。

3、能流利、有感情的朗读课文,背诵3、4自然段。

1、引导回忆:

通过上节课的学习我们都知道了什么?

2、想不想看看画面,听听声音,感受一下这“天下奇观”?

放教学录像。

师生共议:听到声音了吗?大潮来了吗?在哪儿?指一指。

3、你的感受怎样?

1、这样的画面,课文里也有,找一找在那个自然段(3、4自然段)。自己读读,你觉得那些描写潮水的语句精彩,就努力读得精彩些,待会儿读给我们听。

2、刚才读时顺序打乱了,其实文章的描写是很有顺序的。下面请大家合上书,老师读3、4段,大家把描写顺序的词语记下来,再投影反馈。

作者是按什么顺序描写潮水的?

──按由远及近的顺序,随位置的改变及时间的推移来描写的。

再读这段话,体会一下。

1、3、4段词汇丰富,增强了文章的感染力。想不想积累下来?

⑴ 师说意思,生说词语,如:

“人声鼎沸、风平浪静、水天相接、齐头并进、天崩地裂、浩浩荡荡”等。

⑵ 请学生当小老师,领读这些词语。

2、想一想、用一用:

出示一段不完整的话,请生用课文里的语句把这段话说得完整清楚一些。小组准备,时间1分半钟。

“今天,我去海宁观潮,潮来之前,江面上( ),可潮来时。却一浪一浪( ),潮水声犹如( ),渐渐消失在( )。”

⑴ 生汇报,集体订正。

⑵ 还有不同的填法吗?

指导朗读。

1、在括号里填上合适的词语。

( )的薄雾 ( )的人群

( )的潮水 ( )的钱塘江大潮

2、按课文内容填空:

浪潮越来越近,犹如—浩浩荡荡地________;那声音如同_________,好像_____________。

观潮

潮来前 雄伟壮观

潮来时

潮过后 有声有色

小语第7册第1课《观潮》,是一篇精读课文。写的是作者耳闻目睹钱塘江大潮潮来前、潮来时、潮来过后的景象,写出了大潮的奇特、雄伟、壮观。

作者观察用心,叙述有序,从声音、气势形态几方面直接描绘了大潮的奇特,又从观潮的人数之多,热情之高间接地感到钱塘江大潮真不愧为自古以来的“天下奇观”。

这节课我是这样设计的:第一步,初步谈话,理解课题;第二步,检查预习,反馈交流;第三步,观看录象,感受情景;第四步,突破重点,指导朗读;第五步,创设情境,积累语言;第六步,按课文内容填空;第七步,按潮来顺序整理句序;第八步,丰富课文,拓展思维;第九步,激情结尾,整体感悟。

1、直观画面的出现,大潮的录象给学生以视觉的冲击。让学生在看画面,听声音的过程中,感受到钱塘江大潮这天下奇观的壮美,奇特的景象。

2、在学生充分朗读的基础上,激励学生将课文中四个字组成的词语积累起来。并且将这些词语分类,有表示形状的,有表示声音的,同时请学生担任小老师带着大家把词语读一读。这样使学生当堂熟读词语,积累语言。

1、读得不够。

2、课外资料使用的问题。

3、导语较生硬。

4、练习过多,目的不够明确。

今后,我将加强自身素质的提高,不断学习新的教学理念,充实提高自己,使自己的教学水平有较大的提高。

《观潮》第二课时教学设计与反思篇二

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《观潮》第二课时教学设计与反思篇三

理解课文中有关“潮来之时”的记叙,学习作者有顺序的观察方法,培养留心周围事物的习惯。

以读为本,感悟文章的语言魅力。

1、了解钱塘江大潮的壮丽与雄奇,激发热爱祖国大好河山的感情。

2、学习作者有顺序、抓特点的观察方法,培养留心周围事物的习惯。

3、学会本课13个生字。掌握“笼罩、昂首、颤动、盼着、屹立、恢复、若隐若现、天水相接、山崩地裂、风号浪吼”等词语。

4、有感情地朗读课文,背诵3、4自然段。

师生查阅有关钱塘江的资料,包括文字、图片、录像带等。

2课时。

1、感悟课文内容,了解钱塘江大潮是天下奇观,激发学生热爱祖国大好河山的情感。

2、领悟词语,理解并积累运用课文中描写潮水的句子。

3、能流利、有感情的朗读课文,背诵3、4自然段。

1、引导回忆:

通过上节课的学习我们都知道了什么

2、想不想看看画面,听听声音,感受一下这“天下奇观”

放教学录像。

师生共议:听到声音了吗大潮来了吗在哪儿指一指。

3、你的感受怎样

1、这样的画面,课文里也有,找一找在那个自然段(3、4自然段)。自己读读,你觉得那些描写潮水的语句精彩,就努力读得精彩些,待会儿读给我们听。

2、刚才读时顺序打乱了,其实文章的描写是很有顺序的。下面请大家合上书,老师读3、4段,大家把描写顺序的词语记下来,再投影反馈。

作者是按什么顺序描写潮水的

──按由远及近的顺序,随位置的改变及时间的推移来描写的。

再读这段话,体会一下。

1、3、4段词汇丰富,增强了文章的感染力。想不想积累下来

⑴ 师说意思,生说词语,如:

“人声鼎沸、风平浪静、水天相接、齐头并进、天崩地裂、浩浩荡荡”等。

⑵ 请学生当小老师,领读这些词语。

2、想一想、用一用:

出示一段不完整的话,请生用课文里的语句把这段话说得完整清楚一些。小组准备,时间1分半钟。

“今天,我去海宁观潮,潮来之前,江面上( ),可潮来时。却一浪一浪( ),潮水声犹如( ),渐渐消失在( )。”

⑴ 生汇报,集体订正。

⑵ 还有不同的填法吗

指导朗读。

1、在括号里填上合适的词语。

( )的薄雾 ( )的人群

( )的潮水 ( )的钱塘江大潮

2、按课文内容填空:

浪潮越来越近,犹如—浩浩荡荡地________;那声音如同_________,好像_____________。

〖板书设计

观潮

潮来前 雄伟壮观

潮来时

潮过后 有声有色

小语第7册第1课《观潮》,是一篇精读课文。写的是作者耳闻目睹钱塘江大潮潮来前、潮来时、潮来过后的景象,写出了大潮的奇特、雄伟、壮观。

作者观察用心,叙述有序,从声音、气势形态几方面直接描绘了大潮的奇特,又从观潮的人数之多,热情之高间接地感到钱塘江大潮真不愧为自古以来的“天下奇观”。

这节课我是这样设计的:第一步,初步谈话,理解课题;第二步,检查预习,反馈交流;第三步,观看录象,感受情景;第四步,突破重点,指导朗读;第五步,创设情境,积累语言;第六步,按课文内容填空;第七步,按潮来顺序整理句序;第八步,丰富课文,拓展思维;第九步,激情结尾,整体感悟。

这节课的课堂教学中,我感到比较成功的地方有以下几点:

1、直观画面的出现,大潮的录象给学生以视觉的冲击。让学生在看画面,听声音的过程中,感受到钱塘江大潮这天下奇观的壮美,奇特的景象。

2、在学生充分朗读的基础上,激励学生将课文中四个字组成的词语积累起来。并且将这些词语分类,有表示形状的,有表示声音的,同时请学生担任小老师带着大家把词语读一读。这样使学生当堂熟读词语,积累语言。

1、读得不够。

2、课外资料使用的问题。

3、导语较生硬。

4、练习过多,目的不够明确。

今后,我将加强自身素质的提高,不断学习新的教学理念,充实提高自己,使自己的教学水平有较大的提高。

《观潮》第二课时教学设计与反思篇四

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《观潮》第二课时教学设计与反思篇五

1、学习课文,使学生了解钱塘江大潮的壮丽奇特的自然景色,激发学生热爱祖国大好河山的思想感情。

2、按时间顺序给课文分段,并说出段意。

3、掌握本课生字新词,重点理解:屹立、横贯、恢复、奇观、浩浩荡荡、若隐若现、山崩地裂、风号浪吼、人声鼎沸、漫天卷地、齐头并进等,比较沸腾、奔腾的含义,并积累这些词语。

课文中“潮来时”这一部分。

第一课时:学生字、给课文分段(略)

第二课时:学习课文。

1、电视机一台、录像机一台。

2、自制钱塘大潮录像片。

(一)点拨“潮来前”,学习课文1—3节。

1、让学生齐读课文第一节,点拨学生理解“观潮”与“天下奇观”中的“观”字。

(1)师引生答。

当教师说出因为“钱塘江大潮,自古以来被称为‘天下奇观’”之后引导学生说出:所以吸引了许多人到这里来观潮。

(2)教师再三诱导提问,让学生理解“观”在不同的词语中,表达的意思不同。

“观潮”中的“观”与“天下奇观”中的“观”意思一样吗?

在教师的再三提问中让学生讲出“观潮”中的“观”是看的意思;“天下奇观”中的观是景象的意思,在这里是指潮来时的景象。进而理解课题《观潮》即观天下奇观。

2、让学生了解“潮来前”钱塘江面的景象及观潮人的心情。

(1)读中找。让学生按照教师的问题,找出写潮来之前江面景象及人们心情的句子。

(2)读中听。在一名学生朗读出“平静的江面,越往东越宽,在雨后的秋阳下,笼罩着一层白蒙蒙的薄雾。”句子之后,让其他学生在听读中,说出潮来前江面上很平静。

在一名学生朗读出“大家昂首东望,等着、盼着。”句子之后,让其他学生说出:观潮人的心情急切。

(二)精学“潮来时”,学习课文4—5节。

1、看录像激发兴趣,调动学生的视觉、听觉。

教师可提出:“如果你们就在观潮的人中,你们的心情急不急呢?老师找来了大潮到来时的录像带你们想不想看呢?”在师生的问答中,教师让学生带着“潮来时有哪两点给你们留下了深刻的印象?”这个问题看录像。

2、学生看完录像,回答出“潮的声大,浪高”,这两点给他们留下了深刻印象之后,教师指导学生自己读4—5节,让学生在课文中找出三处“写潮来时的声音”和四处“写潮的样子”。

(1)知潮声。在学生读出三处写潮声的句子之后,指导学生用课文中的词语概括其声的方法:“声像什么?响声怎么样?千百万辆坦克同时开动的响声像什么?”在学生回答出来之后,让回答最确切的学生将“闷雷”,“越来越大”,“山崩地裂”写在黑板上。

(2)知潮形。用以上的方法,让概括最全面又准确的学生将“一条白线”“拉长变粗”、“白色城墙”,“白色战马”,书写在黑板上。

(3)知其序。先让学生观察黑板上板书的潮之声和形的词语,并让学生回答出:从潮声与形的变化中可知作者是由远及近地观潮。

再让学生从4—5节由远及近这一观察顺序的词语:“远处”,“过了一会儿”、“水天相接”、“向前移动”、“再近些”、“越来越近”。

(4)训其说。训练学生把潮来时声、形有条理地说。先让全体学生按板书内容练习说,再让学生加上表示观察顺序的词练习说,然后请一个学生有条理地说出以下内容:

午后一点左右,从远处传来闷雷滚动的声音。过了一会儿响声越来越大,在东边水天相接的地方,出现了一条白线,白线向前移动变粗拉长,再近些形成了白色城墙。那浪越来越近,犹如白色战马齐头并进,发出山崩地裂的响声。

(5)解其声。让学生从远听如“闷雷”,近闻如“山崩地裂”使人听到“千万辆坦克同时发动”,感觉到“大地好像颤动”这些词语中,理解钱塘大潮其震耳欲聋,声势之大动人心魄。

(6)解其形。让学生逐句分析:

先认清比喻句:“一条白线”“白色城墙”“白色战马”。

再理解其义:“一条白线”远看潮细、长的样子;“白色城墙”说明浪高(六米),潮头直立向前推动,可见潮水是汹涌而来;“白色战马;齐头并进”说明后浪涌前浪,一排浪刚过另一排浪紧跟,可见水势既大,速度之快,给人以势不可挡之感。这不是一般的浪,罕见的浪,这不是一般的潮是罕见的潮。

(7)解其情。教师可先发问:“如果你们就在观潮的人之中,此时此刻你们的心情是什么样的呢?”让学生带着这个问题再看录像。

镜头之一:闻其声不见其形。让学生理解此时观潮者是“人声鼎沸”,到处都在喊着“潮来了!”的声音。

镜头之二:闻其声见其形。让学生理解此时观潮声是“人群沸腾”,比刚才的喊声更高,情绪更高涨。

镜头之三;声如“山崩地裂”,形如“白色城墙”、“白色战马”。此时教师问为什么书中不写人的声音了呢?让学生理解水势浩大胜过人声而人闻此声见此形张口咋舌,惊而无语。

三个镜头,在形象与语言的结合中,让学生理解观潮人的“喜”、“惊”之情。

(8)表其情。教师先小结:钱塘大潮声巨大、浪罕见令人又惊又喜,使人惊心动魄。然后让学生用这样的感情朗读“潮来时”这一部分。

(三)自析“潮过后”学习课文第六节。

知其余威,进一步理解潮势。

教师让学生带着“潮过江面景象会是什么样”的这一问题自学、自析。

学生从潮头“奔腾而去”、“余波还在漫天卷地涌来”分析中理解了潮头汹涌,余威犹在。

学生从“霎时”一词的分析中,理解了潮头一眨眼就过,进一步理解了江潮速度之快。

学生从“水位上涨六米”的分析中进一步理解钱塘大潮之奇。

学生从“依旧”一词的分析中,联系前文进一步理解了“潮前之静”——“潮来之动”——“潮过之静”的变化。

学生从平时是江水流向大海,现在是海水往江里倒灌,这一罕见的奇景中,分析出观潮人对钱塘大潮壮丽、奇观的自然现象的赞美之情。

(四)再忆“潮来前”,让学生进一步理解“天下奇观”。

1、在教师提出的“潮过后”江水突涨,高出六米;“潮来时”声势浩大、浪高罕见都是说明大潮之奇,而“潮来前”是不是也能说奇这一问题后,让学生再读“潮来前”这一段。

学生从“八月十八”时间上找出大潮时间上与平时的潮不同,从时间比一般的潮推后三天说明“奇”。

学生从时间的“奇”中联系学过的地理知识:海上刮东南风,从东海的潮,南海的潮同时涌来说明“奇”。

学生从钱塘江出海口外宽内窄成喇叭形状说明“奇”。

学生从钱塘江底从海口到江中逐步上升十米这一特殊地形,说明“奇”。

2、教师从这些奇中让学生进一步理解大潮“午后一点左右”才到,而清早观潮者已“人山人海”的描述中,让学生理解以人潮衬海潮——从另一个角度说明特殊的潮引人入胜。

3、在教师小结学生的发言之后,以古诗“八月十八潮,壮观天下无”引导学生理解“天下”一词的意思,理解“天下无”词语的意思。

学生理解“天下”可以认为是中国,也可以泛指全世界。

学生理解“天下无”为中国之最,也可以理解为“世界皆无,唯中国独有”,这说明钱塘水潮是世界之最。

(五)师生归纳板书。

1、从“思路线”的归纳中教给学生解词的方法,“天下奇观”中的“奇”是指特殊,声形巨大,海水倒灌异于一般。

2、从潮的“形、声、线”的归纳中让学生理解“静——动——静”的写法以及以静衬动的描写手法。

3、请三个同学有感情朗读“潮来前”、“潮来时”、“潮过后”,其他同学听读中再次观录像。让学生的心情与作者同“急”、同“喜”、同“惊”,同“赞”。变作者赞美钱塘大潮天下奇观、热爱祖国山河的笔下之情,为学生的心中之情。

《观潮》第二课时教学设计与反思篇六

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《观潮》第二课时教学设计与反思篇七

知识:

1.理解课文内容,了解钱塘江大潮的雄伟、壮观。

2.学习作者有顺序、抓特点的观察方法。

3.朗读课文,背诵课文第三、四自然段。

能力:

①用校园网,互联网络自主查寻收集资料拓宽学生视野,让学生了解海底景色奇异 、物产丰富的特点。逐步培养学生运用现代信息技术帮助学习的意识。

②培养学生团结协作精神,自主学习的能力。训练学生的创新能力,语言表达能力。

③培养学生留心观察周围事物的习惯。

情感:激发学生热爱祖国大好山河的思想感情。

重点:理解课文内容,了解钱塘江大潮的雄伟、壮观。

难点:学习作有顺序抓特点的观察方法。

钱塘江大潮自古被称为天下奇观。我们盼望着能亲眼看到这一奇景。这节课,我们继续学习第22课《观潮》。上节课,我们初读课文,了解了什么?(板书:潮来前、潮来时、潮过后)在这节课的学习中,我们通过阅读课文,展开想像的翅膀,来感受大自然创造的奇异景象。

通过预习,我们读懂了什么?提出预习中不懂的问题。

1、课文从那几个方面写潮水的特点?

2、课文怎样写大潮声音,形态的变化。

3、课文按什么顺序来描写大潮的。

1。读:找出描写大潮的优美语句有感情地朗读。

2。看:利用校园网、互联网查看相关图片、录象、文字资料。

3。做:小组协作制作电子作品。

4。讲:自己来作导游按江面平静潮水涌动潮头西去顺序描述出来。

网络浏览查寻相关资料。复制图片摘抄文本。利用收集到的资料制作演示文稿。

《观潮》第二课时教学设计与反思篇八

阅读是学生的个性化行为,不应以教师的分析来代替学生的阅读实践。应让学生在主动积极的思维和情感活动中,加深理解和体验,有所感悟和思考,受到情感熏陶,获得

思想启迪,享受审美乐趣。在课堂教学中,创设有关情境,让学生在老师的引导下,用自己的语言描绘所见、所闻、所感,这种实践,在于提高学生的语言运用能力,而且有利于学生感悟文本语言的生动和优美。

1、知识目标:

学会生字新词,重点理解天下奇观、横卧、水天相接、横贯、浩浩荡荡、犹如、如同、山崩地裂等词语的意思。

2、能力目标:

动用电教手段,把学生带入情境,帮助学生理解课文内容,展开想象,促进朗读。

3、情感目标:

通过学习,使学生了解自古以来被称为天下奇观的钱塘江大潮壮丽、奇特的自然景观,激发学生热爱祖国壮美河山的

思想感情。

1、使学生感受到钱塘江大潮的汹涌澎湃、雄伟壮观。

2、理解并主动积累课文中生动优美的语言,并读出感情。

使学生感受到钱塘江大潮的汹涌澎湃、雄伟壮观。

学生收集钱塘江大潮的图片、资料,教师制作大潮景象的课件。

一、激发兴趣,引入课题

1、老师前几天让你们去收集有关钱塘江大潮的资料,你们

收集的结果怎样?

学生汇报结果。

2、师:每年的农历八月十八,钱塘江大潮都会到来的。那为什么这钱塘江大潮会吸引那么多人来观看呢?今天老师就带领大家到钱塘江大堤上一睹为快。

(板书:1、观潮)

二、创设情境,体会大潮的到来

1、课件播放钱塘江大潮刚来时的情景一:

谁能用自己的话说说你看到了什么?听到了什么?

学生畅谈所见、所闻。

2、出示句子:

午后一点左右,从远处传来隆隆的响声,好像闷雷滚动。可是江面上还是风平浪静,看不出有什么变化。

⑴指名朗读。

⑵说说为什么把潮水来时的声音比作闷雷?

3、继续播放钱塘江大潮到来时的情景二:

此时,你们又看到了怎样的一幅景象?

指名说。

出示句子:

过了一会儿,响声越来越大,只见东边水天相接的地方出现了一条白线。

(重点理解水天相接的意思,以及与潮水来时的关系。明白白线指的就是潮水。)

4、播放大潮来时的情景三:

这时,江面上又是怎样的情景呢?你能用语言来表达一下吗?

指名说。

那课文中又是怎样来描写的呢?

出示句子:

那条白线很快向我们移来,逐渐拉长,变粗,横贯江面。

师:自由读读这个句子,体会体会,注意横贯的意思。

学生自由读自己感悟。

指名说感受。

5、大潮在向我们慢慢地

*近,此时此刻,你又看到了什么?请仔细看录像。

(播放大潮来时的情景四。)

指名说。

总结。

出示句子:

再近些,只见白浪翻滚,形成一道两丈多高的白色城墙。

师:两丈多高该是多少呢?能不能拿身边的事物作一下比较。那这句话应该怎样来读呢?

指名读。

评议。

浪潮越来越近,犹如千万匹白色战马齐头并进,浩浩荡荡地飞奔而来。

这里把浪潮比作白色战马,有什么意义?这就是被称为天下奇观的钱塘江大潮。欣赏之后,你有什么感受?

指导学生有感情地朗读,读出潮的气势。

6、指导学生背诵:

背自己喜欢的句子。

三、转变角色,拓展

总结

1、钱塘江大潮的壮丽景象深深地把我们吸引住了,难怪有那么多人来观看。如果你是小导游,你怎样向不了解钱塘江大潮的游客介绍钱塘江大潮呢?

2、(放录像)编导游词,然后向同学们介绍。

(可以加上自己

收集的材料内容。)

3、

小结:是啊,同学们还曾记得吧,那神奇美丽的五彩池;物产丰富地西沙群岛;四季如画的小兴安岭;还有这天下奇观的钱塘江大潮,这就是我们可爱祖国的山山水水,我们怎能不感到自豪,作者也正是把这种热爱与自豪之情蕴含在文章的字里行间。

(齐读全文。)

可以为钱塘江大潮设计一份现场解说词或者为钱塘江大潮设计一份广告语,以吸引更多的游客来观赏。

观潮

像闷雷一条白线

长粗横贯白色城墙天下奇观

千万匹白色战马

《观潮》第二课时教学设计与反思篇九

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《观潮》第二课时教学设计与反思篇十

课时目标:

1、培养学生的想象力,在学生头脑中建立形象,体会大自然壮阔的美及无穷的威力。

2、培养学生边朗读边思考的习惯,提高阅读理解能力。

3、根据课文表达的情境,用恰当的语音、声调表达出来,学习表情朗读课文。

作者用笔生动地描写了他第一次观看钱塘江大潮的情景,把潮来之前、潮来之时、潮来之后的景观写得有声有色。(板书:“声”、“色”)观潮人的情绪随着大潮声和色的变化越发高涨,读了使人如临其境。

1、课文一开头就把作者观潮后的感受写得清清楚楚,齐读第1自然段,找出写作者感受的词,字(出示卡片:天下奇观)

2、大潮的“奇”充分体现在下面的文章中,让我们细细体会。

3、第二自然段除了告诉观潮的时间和地点外,还交待了作者占据了观潮极好的位置。轻读第二自然段,说说作者站在海塘大堤上,观察了哪几处地方?哪个地方最能吸引你?(板书:宽阔平静)

4、哪个词写出了宽阔的钱塘江平静的?(出示卡片:横卧)

5、此时的江面因为在雨后,所以有一层薄雾笼罩着、朦朦胧胧,使江面更美丽了,远处的小山一会儿好像看得清,一会儿又隐隐约约看不清,文中哪个词是讲这个意思的?(朗读“若隐若现”)

6、此时,观潮的人应怎样?(朗读:“人山人海”)他们的心情如何?从哪些词可看出?

7、齐读第二自然段,小结。

1、各自轻读,看看潮是如何来的,“声”、“色”如何变化的?分层。

2、讲解第一层。

(板书:风平浪静)

声音呢?(板书:闷雷滚动)这雷声有什么特点?圈出表示特点的字,听到闷雷一样的轰鸣从远处接连不断地传来,顿时人们怎样?(板书:人声鼎沸)什么叫人声鼎沸?为什么会人声鼎沸?

3、讲解第二层。

①过了一会儿,“声”、“色”有什么变化?(板书:越来越大一条白线)

②声音为什么会越来越大?

“一条白线”在什么地方?“水天相接”指哪里?(指图)就是我们平时所说的什么地方?(地平线)。

③观潮的人们呢?(板书:沸腾)想象动作。

4、讲解第三层。(出示小黑板)

①说说“声”、“色”的变化。(板:拉长变粗白色城墙白色战马山崩地裂)

②拉长到什么程度:?(理解“横贯”)

“城墙”有什么特点?有多高?有我们教学楼的两倍那么高呢!景象多么壮观。(指名读)

比较“战马”与“马”,理解“齐头并进”“浩浩荡荡”。钱塘潮开阔、势猛,要不然,怎么说它壮观呢?

此刻,那声音更是不可想象。什么叫山崩地裂?文中哪句话是写这个词的?哪个词可以与“山崩地裂”相提并论?(教师给词)

大潮发出的声音如此惊心动魄,真是太雄伟了。(指名读)

5、教师小结,齐读第四自然段。

6、此刻,观潮的人呢?为什么不写?

作者已是(给词:目不暇接),看潮都来不及,但观众的表情也一定会有变化。嘴巴张得大大的,眼睛睁大,用哪个词形容?(板书:目瞪口呆)看的人很紧张,大气都不敢出,用哪个词形容?(屏息凝视)还可以用许多词来说,容你去想象。

7、齐读第二段,边读边想象,读出大潮的“声”、“色”,更要注意它们的变化。

1、可惜,潮头霎时就奔腾西去了。可是江面上余波未息,找找看,哪些词写“余波未息”?(理解并朗读“风号浪吼”“漫天卷地”)

2、江面何时才平息?停息后江面是否如潮来前一样?

3、宽阔的大江在短暂的时间里,江水竟然暴涨了两丈来高,你想象一下,这时观潮的人会是怎样的了?只是作者没写而已。

1、根据板书总结全文。

2、没读书前你知道钱塘江大潮吗?听到过别的地方或国家有吗?所以说绮丽的钱塘江,壮美的大潮,真不愧是“天下奇观”。

3、齐声朗读全文,想象情景,再次和作者一起饱览天下罕见的钱塘江大潮吧!

《观潮》第二课时教学设计与反思篇十一

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