部编版二年级语文下册13-《画杨桃》(修改)课件.ppt

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1、,从不同的角度看同一个物体，可能会看到不同的画面。,13 画杨桃,R二年级语文下册,杨桃：常绿或半常绿乔木。浆果椭圆形，有五棱，间或三到六棱，未熟前果皮青绿色，熟时黄色，果棱饱满，肉脆、多汁，味甜似蜜，有清香。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元

2、成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元

3、成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,自由读课文，填一填：课文主要讲了什么事？,图画课上我_，结果同学们看了都_，老师让同学们在我的座位上观察，发现_，由此教育同学们无论做事或看问题，都应该_。,把杨桃画成五角星的样子,哈哈大笑,杨桃确实像五角星,实事求是,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,

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5、状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,图画课 摆放 座位 靠边 而是交出去 班里 哈哈大笑 倒不如审 视 那页 严肃 半晌 抢答笑嘻嘻 和颜悦色 教诲,图画课 摆放 座位 靠边 而是交出去 班里 哈哈大笑

6、倒不如审 视 那页 严肃 半晌 抢答笑嘻嘻 和颜悦色 教诲,我会读,ko,r,bn,h,do,shn sh,y,s,shn,qin,x,yu,hu,t k,bi,zu,jio,摔倒 倒下 不倒翁,倒,多音字,do,do,倒立 倒水 倒车 倒退 倒影 倒映,读一读，记一记。,靠近 依靠 可靠,注视 仰视 视而不见,抢先 抢救 抢夺,喜悦 愉悦 赏心悦目,靠,摘杨桃,而,班,哈,倒,审,视,页,肃,晌,抢,嘻,悦,诲,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

7、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

8、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,左右结构,上下结构,课、摆、哈抢、嘻,图,半包围结构,座,全包围结构,交,页,独体字结构,图书图画图像地图,座位让座星座讲座,上交交给交情成交,一页页面书页首页,上课课文听课课间,摆

9、动摆放摆平,抢答抢到抢救,嘻哈笑嘻嘻嘻皮笑脸,哈气笑哈哈马大哈哈哈大笑,t,zu,jio,y,k,bi,qin,x,h,图,座,交,页,课,摆,抢,嘻,哈,13 画杨桃,第二课时,我会读,图画课 摆放 座位 靠边 而是交出去 班里 哈哈大笑 倒不如审 视 那页 严肃 半晌 抢答笑嘻嘻 和颜悦色 教诲,读一读，记一记。,靠近 依靠 可靠,注视 仰视 视而不见,抢先 抢救 抢夺,喜悦 愉悦 赏心悦目,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

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11、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,和颜悦色叮嘱轮流审视受用,词语解释（连一连）,再三嘱咐。（叮咛）依照次序一个接替一个，周而复始。享用；得益。仔细看。（注视）形容态度温和可亲。（和蔼可亲）,状元成才路,状元成才路,状元成才路,状元成才

12、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

13、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,讲桌上那两个杨桃的一端正对着我。我看到的杨桃

14、根本不像平时看到的那样，而像是五个角的什么东西。,读课文第一自然段，思考：“我”看到的杨桃是什么样子的？,平常所见的杨桃,“我”所见的杨桃,讲桌上那两个杨桃的一端正对着我。我看到的杨桃根本不像平时看到的那样，而像是五个角的什么东西。我认认真真地看，老老实实地画，自己觉得画得很准确。,一丝不苟,实事求是,认真,同学们看了“我”的画后，是怎样的态度？,几个同学看见了，哈哈大笑起来。“杨桃是这个样子的吗？”“倒不如说是五角星吧！”,嘲笑,哈哈大笑,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

15、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

16、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,老师看了“我”的画后是怎样的态度？,老师看了看这幅画，到我的座位上坐下来，审视了一下讲桌上的杨桃 老师的神情变得严肃了。半晌，他又问道：“画杨桃画成了五角

17、星，好笑吗？”,认真对待、仔细观察,思考：老师的神情为什么变得严肃了？,老师发现“我”明明画得很准确，但同学们却说“不像”，意识到同学们还不懂得画画的起码要求，更不懂得用实事求是的态度对待事物。,想象说话,老师请同学们坐到“我”座位上看杨桃，请你想象当时的情景，同学们这一看，看到怎样的结果？这一看，_；这一看，_；这一看，_。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

18、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

19、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,找出师生的两段对话，感受同学们态度的变化。,“这幅画画得像不像？”“不像！”“它像什么？”“像五角星！”,“现在你看看那杨桃，像你平时看到的杨桃吗？”“不像。”“那么，像什么呢？”“像五五角星。”,不假思索,吞吞吐吐,难为情,没坐在“我”的位置时,坐在“我”的位置时,状

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21、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,“

22、这幅画画得像不像？”“不像！”同学们_地大声说。“它像什么？”“像五角星！”大家_地回答。“现在你看看那杨桃，像你平时看到的杨桃吗？”“不像。”“那么，像什么呢？”“像五五角星。”学生_地回答。,不假思索,异口同声,吞吞吐吐,填一填,老师让这几个同学回到自己的座位上，然后和颜悦色地说：“大家发现了吗？看的角度不同，杨桃的样子也就不一样。当我们看见别人把杨桃画成五角星的时候，不要忙着发笑，要看看人家是从什么角度看的。”,反复读下面这一段，思考老师的话。,老师要求“我们”怎样画画？当看到别人把杨桃画成五角星的时候，要求“我们”怎么做？,从不同的角度看问题，会有不一样的结果；如果别人说的话、做的事和

23、我们想的不一样，我们要学会从别人的角度看问题，不能随便嘲笑别人；要实事求是。,老师只是在说“画杨桃”这件事吗？,生活中我们也经常遇到类似于“画杨桃”这样的事，请同学们分享分享。,从前，有四个盲人很想知道大象是什么样子，可他们看不见，只好用手摸。胖盲人先摸到了大象的牙齿。他就说：“我知道了，大象就像一个又大、又粗、又光滑的大萝卜。”高个子盲人摸到的是大象的耳朵。“不对，不对，大象明明是一把大蒲扇嘛！”他大叫起来。“你们净瞎说，大象只是根大柱子。”原来矮个子盲人摸到了大象的腿。而那位年老的盲人呢，却嘟嚷：“唉，大象哪有那么大，它只不过是一根草绳。”原来他摸到的是大象的尾巴。四个盲人争吵不休，都说自

24、己摸到的才是大象真正的样子。而实际上呢？他们一个也没说对。,题西林壁宋 苏轼横看成岭侧成峰，远近高低各不同。不识庐山真面目，只缘身在此山中。,从正面、侧面看庐山山岭连绵起伏，山峰耸立，从远处、近处、高处、低处看庐山，庐山呈现各种不同的样子。我之所以看不清庐山真正的面目，是因为我身处在庐山之中。,北师大版小学语文二年级下册教材研说,二年级语文下册教学内容知识树,第三单元,第四单元,第五单元,第七单元,第八单元,第十一单元,第十二单元,第十三单元,丁丁冬冬学识字（一）,夏天,小英雄,动脑筋,丁丁冬冬学识字（二）,青青的山,体育世界,讲信用,开放单元,语文天地,两篇主题课文,第九单元,第十单元,第二

25、单元,第一单元,第十五单元,第十四单元,第六单元,远行,植树,好习惯,妈妈,清清的水,快乐的生活,立志,快乐的生活,教材特点知识树,围绕专题整合材料内容,更新课文，教材更具时代感，更贴近儿童生活。,课后练习重视联系生活实际，着眼于积累语言、启发思维，培养语文实践能力。,突破传统呈现方式，增强教材与学生的亲和力。,教材编排体现开放性和弹性，增强适应性。,新特点,更新课文，教材更具有时代感，更贴近儿童生活 本册教科书新编选的课文，占全部课文的一半以上。新编选的课文，既有童话、故事，也有诗歌、散文、科普文章。语言活泼，生动有趣。教师易教，学生爱读，既能使学生学习语言，又能使学生在思想上得到启迪，在情

26、感上受到感染和熏陶。,突破传统呈现方式，增强教材与学生之间的亲和力。首先，教科书由“教本”转变为“学本”。像练习中的“我会认”，学习伙伴吐的泡泡里的话，实际上是在启发学生自读自悟，发现问题、提出问题，同学习伙伴互相交流、讨论。其次，注重引导发现，鼓励探究学习。在“语文天地”里设置的“金钥匙”这一栏目就体现了这一特点。再次，教材尽可能多地为学生提供展示的机会，发挥孩子的发散思维和想象力。本册教科书，不论是题目的安排，还是插图的设计，都努力体现倡导学生合作学习的思想。如一片树叶文后有问题：看见小椿树一片叶子也不剩了，小动物会说什么？,本册共有26篇课文。每个单元围绕主题安排的两篇主题课文。,针对拓

27、展学生的语文知识，增强语文实践活动，本册教材在部分课文后面安排了与课文内容相关的问题。,在语文天地中安排了与单元主题相关的写作内容，引导学生在口语交际的基础上，进行写话训练，培养学生初步的写作能力。,本册教材的新特点,本册教材的学习目标,口语交际,语文实践活动,阅读,识字与写字,写话,会认262个,会写310个,愿意与人交流，认真听别人讲话，能听懂主要内容。,能阅读浅显的课外读物，能与他人交流自己的感受和想法。养成爱护图书的习惯。,说话时态度自然大方，有礼貌，有表达的自信心。,能主动与别人交谈，讲述简短的故事和见闻,能用普通话正确、流利、有感情的朗读课文,运用阅读和生活中学到的词语,对写话有兴

28、趣，能把看到的、想到的写下来。,对周围的事物有好奇心，乐于观察大自然，热心参与学校、社区活动并能表达自己的感受。,喜欢阅读、对阅读感兴趣,学习使用逗号、句号问号、感叹号,积累成语、对联、古典诗词、格言警句,背诵优秀诗文课外阅读,四会,二会,汉语拼音,查字典,独立识字,识字、正音,能背诵指定的课文和自己喜欢的课文片段,学习默读，做到不出声，不指读。,学写日记,能读准汉语拼音，学会拼音方法。,巩固汉语拼音，认识大写字母,掌握、借助培养兴趣,读准、音序查字法、培养习惯,能听懂提问和回答，听话集中精力，说几句意思连贯完整的话,能转述基本内容，认真思考，能说一段意思连贯完整的话,练习写句子，学习使用问号

29、、句号,写几句意思连贯的话，能写留言条，学习使用逗号、感叹号。,理解每个自然段的内容，学习默读。,认识自然段。,教学策略与建议,把握同组教材各部分内容之间的内在联系,识字和写字教学应该注意的问题和建议,阅读教学应该注意的问题和建议,丰富多彩语文实践活动,口语交际教学应注意的问题和建议,要注意把握同组教材各部分内容之间的内在联系 在备课、钻研教材的时候，应该从整体上把握教材内容，注意内容之间的联系，从而设计教学方案，真正发挥教材整合的教育教学效果。如，在教学雷雨时，学习伙伴建议学生留心观察天气的变化，并把它写在日记里，我便领孩子们到户外观察天气，让孩子们写了一篇观察日记。学习“语文园地五”的“展

30、示台”时让孩子们展示自己的日记。,识字和写字教学应该注意的问题：本册教材依然遵循识写分开、多认少写的原则，以便 在不加重学生负担的情况之下，使他们能够尽早阅读。识字教学：我教学中用“三步一等”识字法 第一步：预习课文，探究规律，自主识字。第二步：小组合作，展示自我，识字过关。第三步：形式多样，内外兼收，加强巩固。一等：循序渐进，允许差异，反复识字。写字教学:(一)继续培养学生良好的书写习惯，姿势端正，书写规范，整洁认真。（二）加强对课文中易错字的书写指导。其次，不要负性强化易错字。,重视老师的范读。在教学新课文时，我一般采用范读的形式。,阅读教学应该注意的问题和建议,口语交际教学应注意的问题：

31、（一）有些口语交际教学之前，话题要提前做好准备。（二）注意创设交际情境。（三）关注口语交际中的“弱势群体”，避免“一言堂”。（四）教师要善于发现学生交流过程中富有创意，充满童趣的精彩语言，给予肯定，使之感受交际的乐趣。（五）教师也可以根据本班的实际情况选择口语交际的内容，如学习我们的小制作，我是这样设计的：布置。课前就先要布置学生动手去做小制作。交流。上课时学生带着自己的小制作来，彼此交流，推荐说得好的学生或做得好的学生在班上展示。评比。再评一评，谁做的小制作最好？谁说的清楚、明白？写话 本册教材安排了适量的写话练习，是为了向中年级平稳过渡。教师自己完全可以根据班级学生的实际情况开展形式多样、内容丰富的小练笔。我在教学中推出了绘画日记、故事日记、观察日记，孩子们的日记内容丰富，异彩纷呈。,开展丰富多彩的语文实践活动 活动的形式可以是游戏、唱歌、猜谜语，可以是开故事会、演课本剧。,我们的孩子在课堂上爱学习并且敢说会读；,我们的课堂要解放孩子的大脑，让他们独立探索、大胆想象。,我们要让孩子走进自然、使学生在生活中学习语文、运用语文。,让孩子尽情的、愉快的遨游于语文知识的海洋里。,我理想的高效课堂,