《沙漠之舟》课文
北师大版小语四下沙漠之舟精品PPT课件
缺水 风沙大 沙子滚烫
嗅觉灵敏 鼻孔能紧闭 腿上有胼胝
找水源 挡风沙 不会烫伤
沙子松软 缺少水草
脚掌又宽又厚，脚趾分开 不会陷进沙子里
背上有驼峰
储存养料，维持生命
骆驼身体很高，脖子很长，能够望到很远的地方。
沙漠里的大风是很可怕的，大风卷 着沙粒飞滚，有时会移来整座沙丘，把 人和牲口全埋在底下。
每逢沙漠里刮起卷着沙子的旋风 时 ，它的鼻孔就紧紧地闭起来。
沙子松软
骆驼的脚掌又宽又厚，走路的时候， 两个脚趾分开，不会陷到松软的沙子里 去。
驼峰—储藏养料
骆驼背上有驼峰，在水草多的地方，它 吃得饱饱的，喝得足足的，一部分养料变成 脂肪储藏在驼峰里。
驼峰就像仓库，
里面贮藏着大量的 脂肪。当骆峰在沙 漠中长途行走时， 常常因缺乏水草， 又饿又渴，这时， 驼峰内的脂肪就会 分解，变成体内急 需的营养和水分， 使它能够夏天十多 天不喝水，冬天则 达三十天。
xuán xuàn juǎn juàn
1.今天数学课上，我们学习了图形的旋（ ）转。
2.每逢沙漠里刮起卷（ ）着沙子的旋（ ）风， 它的鼻孔就紧紧地闭起来。
3.看着得了满分的英语试卷（ ），我高兴极了。
骆驼属于哺乳动物驼科。骆驼分单峰和双
峰两种。我国的骆驼主要分布在内蒙古、甘肃、 青海和新疆，属于国家一级保护动物。
第二部分（第二至四自然段）： 介绍骆驼被称为“沙漠之舟”的原因。
学习第一部分，提示：
1、默读课文第一自然段，用“ ”，画出骆驼的 生理特点，用“﹏﹏ ”画出该生理特点的作用。
2、小组讨论：骆驼身体各部分的特点跟它在沙漠 中的生活有什么关系？
3、讨论后填表格。
骆驼生活在沙漠里。它身体很高，脖子很 长，能够望到很远的地方。沙漠里有水的地方 很少，~~骆~~驼~~的~~嗅~~觉~~很~~灵~~敏~~，能帮助人们找到水 源。每逢沙漠里刮起卷着沙子~~的~~旋~~风~~，~~它~~的~~鼻~ ~孔~~就紧紧地闭起来。骆驼的腿上有一大片胼胝， 它就是趴在被太阳晒得滚热的沙子上，也不会 烫伤。骆骆的脚掌又宽又厚，走路的时候，两 ~个~~脚~~趾~~分~~开，不会陷到松软的沙子里去。骆驼 背上有驼峰，在水草~多~~的~~地~方~~，~~它~~吃~~得~~饱~~饱~~的~~， 喝得足足的，一部分养料变成脂肪储藏在驼峰 里。等到缺乏食物的~时~~候~~，~~它~就~~用~~自~~己~~积~~蓄~~的~~ ~营~~养~~来~~维~~持生命。
北师小学语文四下第八单元《沙漠之舟》课文解读
课文解读
“沙漠之舟”的称谓，概括了骆驼的生理特点和对人的作用。
这篇说明文介绍了骆驼的生理特点，说明了骆驼被人们称为“沙漠之舟”的原因。
第1自然段说明骆驼为什么能适应沙漠的生存环境。
这一段共8句话，第1句先交代“骆驼生活在沙漠里”，骆驼一切器官的构造和功能都必须适应“沙漠”的生存环境。
后面7句话就围绕这一点从外形到生活习惯分析骆驼的生理特点。
第2到第6句话写骆驼的外形，从头说到脚，一一介绍得很清楚。
第7、8句话写骆驼的生活习性：有水草的地方多吃多喝，把养料“储藏在驼峰里”；水草缺乏时靠自己“积蓄的营养来维持生命”。
骆驼的这个习性很了不起，能适应沙漠的恶劣环境。
第2～4自然段写骆驼在沙漠旅行时“三能”——能带路，能抵御风沙，能驮物，所以被人们称为“沙漠之舟”。
这三个自然段没有说明为什么骆驼能够成为“沙漠里重要的交通工具”，答案在第1自然段。
下面把第1自然段与后面三段的内容对应列出来（数字代表段中句子的序号）：
认路——②③；抵御风沙——④⑤⑥；驮物——⑦（指驼峰）。
因此，第4自然段最后一句话“它是沙漠里重要的交通工具，人们把它看做渡过沙漠之海的航船，称它为‘沙漠之舟’”,也是全文的中心句。
沙漠之舟课文主要内容
沙漠之舟课文主要内容“沙漠之舟”是对骆驼的称呼，也是一篇经典的语文课文，下面就是为您收集的沙漠之舟课文主要内容的相关文章，希望可以帮到您，如果你觉得不错的话可以分享给更多小伙伴哦！沙漠之舟课文主要内容骆驼生活在沙漠里。
它身体很高，脖子很长，能够７望到很远的地方。
沙漠里有水的地方很少，骆驼的嗅觉很灵敏，能帮助人们找到水源。
每逢沙漠里刮起卷着沙子的旋风，它的鼻孔主紧紧地闭起来。
骆驼的腿上有一大片胼胝，它就是趴在被太阳晒得滚热的沙子上，也不会烫伤。
骆骆的脚掌又宽又厚，走路的时候，两个脚趾分开，不会陷到松软的沙子一部分养料变成脂肪储藏在驼峰里。
等到缺乏食物的时候，它就是用自己积蓄的营养来维持生命。
洮漠宽广无边，到处是高高低低的人很认路。
骆驼却能在沙漠里给我们带路。
沙漠里的大风是很可怕的，大风卷着沙粒飞滚，有时会移来整座沙丘，把人和牲口全埋在底下。
骆驼熟悉沙漠里的气候，快要刮风了，它就跪下，旅行的人可以预先做好准备。
骆驼走得很慢，可是能驮很多东西。
它是沙漠里重要的交通工具，人们把它看做渡过沙漠之海的航船，称它为“沙漠之舟”。
延伸阅读：沙漠之舟教案目标：1、能正确、流利、有感情地朗读课文，了解骆驼适应沙漠生活的生理特点，明白人们为什么把骆驼称为沙漠之舟。
2、学习课文抓住特点、选择有关材料、具体化的描写方法。
3、能将课后资料进行修改，插入课文相关段落，完善和补充课文内容。
4、培养学生爱动物的情感，增强保护动物的意识。
三、说学情和重难点：根据教材编排的特点，我确定本文教学的重点为：学习课文抓住特点、选择有关材料、具体化的描写方法。
难点为：理解为什么把骆驼称为沙漠之舟。
四、说教法：本课教学采用问题探究的教法，引导学生带着问题，自己去读懂课文，获得知识。
凡是学生能读懂的，都让学生自己去读。
每一次读，教师都提出明确的要求，引导学生主动探索、理解。
着重对学生自主合作能力的培养。
同时，引导学生通过查阅资料，充分利用课外资源补充课内有限的内容，加深对课文内容的理解。
北师大版小学语文四年级下册课件：18沙漠之舟课件
骆驼生活在沙漠里。它身体很高，脖子很长……等到缺乏食物的时候，它就用自己积蓄的营养来维 持生命。
课文详解
交代骆驼的生活环境、生理构造和功能。
沙漠宽广无边，到处是高高低低的沙丘，旅行的人很难认路。骆驼却能在沙漠里给人们带路。
课文详解
骆驼是在沙漠里行走的人们的向导。
xù yíng wéi
会写字
字词乐园
漠：“莫”落水（氵）边。
陷：阶（ ）前放火焰（ ）。
营：老两口（吕），缺劳力（ ）。
我来找方法
字词乐园
灵敏：
反应快；能对极其微弱的刺激迅速反应。
保藏。积存。使继续存在下去；保持。
储藏：积蓄：维持：
积累词语
1.简述骆驼的生理特点和功能。2.骆驼有什么特殊本领？3.为什么称骆驼为“沙漠之舟？4.课文是按什么顺序来写的？
luò
tuó
xiù
féng
xuán
字词乐园
fáng
zhī
趾 脂 肪
zhǐ
会认字
字词乐园
漠 敏 陷 储
mò mǐn xiàn chǔ
会写字
字词乐园
蓄 营 维
（2）旅行的人 可以预先做好 准备。（ ）
● ●
● ●
积存
事先
写法点拨
介绍动物要抓住特点
介绍动物最重要的是要抓住动物的特点。本文在写骆驼时对它适应沙漠的生理特点进行了具体的描写，按照由上到下，由头到脚的顺序，写出了骆驼的生理特点。
怎样抓住特点介绍动物？
写法点拨
1.仔细观察，抓住动物与众不同的特点。2.注意写作顺序，一般采用“外形—习性—用处及其他”的顺序。3.赋予动物情感。如狗的忠诚、的乖巧。
2022年四年级下册语文《沙漠之舟》原文及教案
2022年四年级下册语文《沙漠之舟》原文及教案老师要擅长用教案，借鉴、自编、改编一些题，作为补充题。
总之，谨慎的探究教案是钻研教材的一项非常重要的工作，它对教学质量提高有着重要好处。
下面我给大家带来关于四年级下册语文《沙漠之舟》原文及教案，盼望会对大家的工作与学习有所协助。
《沙漠之舟》原文骆驼生活在沙漠里。
它身体很高，颈部很长，能够7望到很远的地方。
沙漠里有水的地方很少，骆驼的嗅觉很灵敏，能协助人们找到水源。
每逢沙漠里刮起卷着沙子的旋风，它的鼻孔主紧紧地闭起来。
骆驼的腿上有一大片胼胝，它就是趴在被太阳晒得滚热的沙子上，也不会烫伤。
骆骆的脚掌又宽又厚，走路的时候，两个脚趾分开，不会陷到松软的沙子一局部养料变成脂肪贮存在驼峰里。
等到缺乏食物的时候，它就是用自己积蓄的养分来维持生命。
洮漠宽广无边，到处是高凹凸低的人很认路。
骆驼却能在沙漠里给我们带路。
沙漠里的大风是很可怕的，大风卷着沙粒飞滚，有时会移来整座沙丘，把人和牲口全埋在底下。
骆驼熟识沙漠里的气候，快要刮风了，它就跪下，旅行的人可以预先做好打算。
骆驼走得很慢，可是能驮许多东西。
它是沙漠里重要的交通工具，人们把它看做渡过沙漠之海的航船，称它为“沙漠之舟”。
《沙漠之舟》教案教学目标：1、学习课文，了解骆驼适应沙漠生活的生理特点，明白人们为什么把骆驼称为“沙漠之舟”。
2、学习课文抓住特点、选择有关材料、详细化的描写方法。
3、能将课后资料进展修改，插入课文相关段落，完善和补充课文内容。
4、能正确、流利、有感情地朗读课文5、造就学生爱动物的情感，增加爱护动物的意识。
教学重点：学习课文抓住特点、选择有关材料、详细化的描写方法。
教学难点：理解为什么把骆驼称为“沙漠之舟”。
教学打算：1、学生查找有关描写骆驼身体特点和生活习性的相关资料。
2、电脑课件。
教学过程：一、复习导入1、齐读课题2、通过上一节课的学习，你知道课题中的“我”是谁?3、引读1、2节。
小骆驼在小溪边照“镜子”，小红马望见了(点击课件，书上插图)就喷着响鼻对小骆驼说：“你的脚掌有又大又厚………”小骆驼觉得挺委屈……4、问“小红马觉得小骆驼哪些地方长得挺难看的?5、追问：正因为小红马说它难看，所以小骆驼觉得挺委屈的板书：委屈于是，妈妈确定和小骆驼到沙漠中去旅行一次。
北师大版小学四年级下册语文《沙漠之舟》ppt课件3
脚掌宽厚、脚趾分开——不会下陷。
背上有驼峰——储存养料。
课堂巩固练习
▪ 根据课文内容选择
▪ 1.骆驼的（ 视觉、听觉、味觉、嗅觉 ）很灵敏。 ▪ 2.骆驼的鼻子（ 能找水源；能认路；能挡风沙 ）。 ▪ 3.沙漠刮风时，骆驼就（ 站着、跪着、趴着、卧倒 ）。 ▪ 4. 驼峰里储藏着（ 脂肪、水、食物 ）。
学习提示
自由读课文，读通读顺课文，不理 解的地方多读几遍。想一想课文可以 分为几个部分? 每部分讲了什么内容？
第一部分（第1自然段）：骆驼生活在沙漠的原因。
第二部分（第2——4自然段）：介绍骆驼被称为 “沙漠之舟”的原因。
学习提示：
自读课文第一自然段，用“ ”， 画出骆驼的生理特点，用“﹏﹏ ”画出 该生理特点的作用。
舟= 船
独木舟
பைடு நூலகம்
渔船
皮划艇
救援船
游轮
沙漠
地面完全为沙所覆盖，缺乏流水， 气候干燥，植物稀少的地区。
沙漠 之舟
看了课题，你有什么问题吗？ 沙漠里为什么有船？ 沙漠之舟指的是什么？ 沙漠之舟是怎么样的? 为什么这样称呼？
读一读：
骆驼 沙漠 嗅觉 灵敏 胼胝 陷到 储藏 积蓄 营养 维持 脂肪 跪下
3、运送物品
运用课文中所学到的方法, 观察自己喜欢的动物,进行课堂 练笔。
学习提示：
小组合作学习：
1、轻声读课文2、3、4自然段。
2、讨论：人们为什么把骆驼称为“沙漠之 舟”？（注意与骆驼的生理特点联系）
小组合作学习，思考并讨论：为 什么把骆驼称为“沙漠之舟”？
（骆驼的作用）
1、能带路 小结：骆驼能指引方向,能预报 大风,还能运送物品,就像
小学四年级下学期语文《沙漠之舟》PPT课件PPT、优质教学课件
身體構造（７）－肉墊
駱駝有厚厚的肉墊， 富有彈性，令牠走路時 不會陷進沙中，而且也 使牠可以在炎熱的沙地 上走路，不易被炎熱的 沙地燙傷。
駱駝的食物
駱駝喜歡吃植物的葉子或樹枝，只要是生長在 沙漠中的植物，都能成為牠們的食物。 但是在沙漠中差不多沒有植物時，就算是長有針狀葉 片(如仙人掌)的植物，也會毫不猶豫地吃得津津有味。
(1) 指名读。 (2) 这一节只有一句话，告诉我们这位“红领巾”提回蝈蝈时神情怎 样？他
为什么会这么高兴？他为什么要关心盲婆婆？
(3) 小结。 (4) 齐读第一节。 第二节
(1) 指名读。 (2) 这一节有几句话？第一句话说了什么？蝈蝈真的会唱歌吗？那为 什么
“红领巾”说它会唱歌？ (3) 第二句说了什么？“红领巾”说“在我上学的时候，就……”这 句话说
簡介
在香港並沒有駱駝， 所以很少人認識牠們。
駱駝又叫「沙漠之 舟」，假如人們仔細觀察 駱駝的話，就會發現牠們 的構造是很獨特的。
駱駝的種類
駱駝的種類可分成雙峰駱駝和 單峰駱駝兩種。單峰駱駝多數都會 成為人們的家畜，而雙峰駱駝多數 都是野生的。
身體構造（１）－皮毛
駱駝身上披著蓬鬆和厚厚的皮毛，這層 皮毛足以扺禦寒風的侵襲，使牠保持體溫﹔ 同時也可扺擋白天的高溫。
２． 学生练读。 ３． 指名读，师生评议。 二．背诵
１． 放录音欣赏。 ２． 指着板书引背。 ３． 各人轻声背诵。 ４． 分组交换背。 ５． 全班齐背。 三．写字指导
四．作业练习
１． 抄写生字词。
２． 比一比，再组词。
忘（） 你（
） ） 古（ ） 邻（
盲（） 您（ ３． 扩词训练。
野（
）
） ） 郊（ ） 您（ 喜（ ）（ ）（ ）
北师大版四年级语文下册：《沙漠之舟2》PPT课件(课件精选)
课件在线
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沙漠
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沙漠
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读一读：
• 骆驼 嗅觉 胼胝 烫伤
• 脚趾 脂肪 缺乏 积蓄
• 维持 跪下
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同学们读读词语，想想这组词语都是描写什么 景物的？
滚热的沙子 松软的沙子 陷进沙子里
宽广无边的沙漠 刮起卷着沙子的旋风
大风卷着沙粒飞滚 移来整座沙丘
它们都是描写沙漠环境的
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骆驼的鼻孔及眼睛
• 骆驼的鼻孔可开可闭，眼睛有双重的睫 毛，可以挡住风沙，使它不致窒息，也 不会迷眼。
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骆驼的脚掌
• 骆驼的脚掌有厚厚的 肉垫，富弹性，能伸 展，走路时不会陷进 沙中。
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背上有驼峰——储存 养料。
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沙漠环境
宽广无边 缺水
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（一）骆驼的外型特点
1、默读课文第一自然段，用“ ”，画出骆 驼的生理特点，用“﹏﹏ ”画出该生理特点 的作用。
2、小组讨论：骆驼身体各部分有什么特点？这 些特点跟骆驼在沙漠中的生活有什么关系？
3、讨论后填表
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填一填：
沙漠环境 骆驼的生理特点
作用
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骆驼的颈
• 骆驼的颈很长，所以能看得很远，不致 迷失方向。
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1.自读课文思考：“沙漠之舟”指什么？ 2.谈谈你对骆驼的认识。
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骆驼一般是生活在沙漠里
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小学四年级下学期语文《沙漠之舟》PPT课件
骆驼的种类可以分成双峰骆驼 和单峰骆驼两种。单峰骆驼会成为 人们烦人家畜，而双峰骆驼多数是 野生的。
骆驼最重要的地方是胃，它有四个胃囊，也 有一个水囊，是用来储水的。假如骆驼没有 这个水囊，他们就像马、狗一样，不能再沙 漠长时间生存。
骆驼（视觉、听觉、味觉、嗅觉、触觉）很灵敏 ✔ 骆驼有（一、两、三）个脚趾。 ✔ 驼峰的鼻子（嗅觉灵敏；能认路；能挡风沙） ✔ 驼峰里藏着（脂肪、水、食物） ✔ 刮风时，骆驼就（站着、跪着、趴着、卧倒） ✔
•
•
•
船 骆驼
能载物 能行很远 认识路，按照人的意愿行 抵御自 然灾害，保护人的安全
故事（１）－笑話
小駱駝：爸，我們的背上為什麼要有駝峰？
爸爸 ：因為我們在橫越沙漠時要儲存脂肪和水分呀！ 小駱駝：那我們為什麼要有長睫毛呢？ 爸爸 ：因為沙漠風沙大呀，可以保護我們的眼睛呀！ 小駱駝：那我們的腳底為什麼要長肉墊呢？ 爸爸 ：（很自豪地說）這樣比較容易橫度沙漠呀！
•
沙漠宽广无边，到处是高高低低的沙丘。旅行的人很难认路 骆驼却能在沙漠里给人们带路。 沙漠里的大风是很可怕的，大风卷着沙粒飞滚，有时会移 来整座沙丘，把人和牲口全埋在底下。骆驼熟悉沙漠里的气候， 快要刮风了，它就跪下，旅行的人可以预先做好准备。 骆驼走得很慢，可是能驮很多东西。它是沙漠里重要的交 通工具，人们把它看做渡过沙漠之海的航船，称它为“沙漠之 舟”。
骆驼生活在沙漠里。它身 体高嗅觉很灵敏，能帮 助人们找到水源。每逢沙 漠里刮起卷着沙子的旋风， 它的鼻孔就紧紧地闭起来。
骆驼的腿上有一大片胼胝，它就趴在。被太 阳晒得滚热的沙子上，也不会烫伤。骆驼的 脚掌又宽又厚，走路的时候，两个脚趾分开， 不会陷到松软的沙子里去。骆驼背上有驼峰， 在水草多的地方，它吃得饱饱的，喝的足足 的，一部分养料变成脂肪储藏在驼峰里。等 到缺乏食物的时候，它就用它自己储蓄的营 养来维持生命。
沙漠之舟课件语文
• 2 预报大风
• 3 驮运物品
第十五页，共22页。
骆驼是沙漠里重要的交通工具，人 们把它看做渡过沙漠之海的航船，称它 为“沙漠之舟”。
第十六页，共22页。
本文写作特点
围绕总起句进行具体描述的构段方式。
作用：可以让读者很快抓住段落大意，也
使文章结构严谨，条理清晰。
春天到了，百花盛开。迎春花吐出小 小的黄色花瓣，桃花展开了分红的笑脸， 丁香花穿上了紫色的衣裳。
第十八页，共22页。
骆驼，你，沙漠中的船；你，有生命的山! 烈日当空，酷暑难耐，你前进的步伐依然豪迈！
茫茫沙海, 你昂头天外, 坚定地走向未来！
第十九页，共22页。
作业
1.认真熟读课文，体会骆驼被称 作“沙漠之舟”的原因；
2.完成课后练习题二；
第二十页，共22页。
谢 谢！
第二十一页，共22页。
鼓舞我们前进。
第二十二页，共22页。
沙漠之舟课件语文
第一页，共22页。
内容摘要
沙漠之舟课件语文。（江、河、湖、海）。嗅觉灵敏——找水源，避旋风。腿上有胼
胝——不怕烫。脚掌宽厚、脚趾分开——不会下陷。又能_________,还能________，。
鼓舞我们前进
No
Image
第二页，共22页。
“舟”是什么意思？
（船）
船在哪里航行？ （江、河、湖、海） 沙漠里有船吗？ （没有） 沙漠之舟指的是什么？
第六页，共22页。
返回
鼻孔会闭——挡风沙
第七页，共22页。
返回
腿上有胼胝——不怕烫
第八页，共22页。
句子
返回
脚掌宽厚、脚趾分开——不会下陷
第九页，共22页。
沙漠之舟课文原文
沙漠之舟课文原文
沙漠之舟
佛罗里达州的沙漠中，有着一座巨大的沙漠之舟。
沙漠之舟，是
世界上最大的旅游车之一，总长长达36米，重达50吨。
这座沙漠之舟，外形像一艘船，透着现代感的白色外观，引人注目。
沙漠之舟内部，一共有三层，分别是客房、休闲区和露台。
船内
共有35个房间，每个房间都配有私人洗手间和卫生间。
客房内还提供
了豪华的床品和浴袍，让你感受到舒适和奢华。
此外，沙漠之舟还提供沙漠探险和星空观测等活动。
在沙漠探险
活动中，导游会带领游客骑上骆驼，穿越沙漠中的沙丘和奇异的岩石
地貌，如果你幸运的话，还能看到沙漠中的动物和独特的植物生态。
在星空观测活动中，沙漠之舟会驶向安静的区域，远离城市的光污染，在夜空中欣赏到美妙的星座和流星雨。
沙漠之舟的船上餐厅，为游客提供美食佳肴，包括传统的美国烤
肉和当地的美食特产，一起品尝美味的同时，欣赏着沙漠的美景，无
疑是一次难忘的体验。
总的来说，沙漠之舟是一次难忘的旅行体验。
在这座巨大的沙漠
之舟上，你可以感受到奢华和舒适，还能享受到独特的沙漠探险和星
空观测活动。
如果你想要一次别样的旅行体验，沙漠之舟一定是你的
不二选择。
北师大版小学四年级下册语文课件：《沙漠之舟》
北师大版小学四年级下册语文课件：《沙漠之舟》【导语】好的课件可以创造出各种情境，激发学生的主动性和创造性及学习的兴趣，进而为语文教学创设出良好的学习氛围，使学生迅速的走进预设的教学氛围境界。
一堂成功的课往往得力于一个生动的课件，这是因为学生对每一篇新课文都有一种新鲜的感觉，都怀着新的兴趣和期待。
下面是小编整理分享的北师大版小学四年级下册语文课件：《沙漠之舟》，欢迎阅读与借鉴。
【篇一】教学目标：1、学会本课生字2、理解生字组成的词语3、正确、流利地朗读课文教学重点：学习课文抓住特点、选择有关材料、具体化的描写方法。
教学难点：理解为什么把骆驼称为“沙漠之舟”。
教学准备：1、学生查找有关描写骆驼身体特点和生活习性的相关资料。
2、电脑课件。
教学过程：一、检查预习情况1、“我”指谁？（出示骆驼图片）你们见过骆驼吗？谁能给大家介绍介绍？（生介绍）2、检查生字预习情况自豪养料足够多亏贮存陷进铺天盖地又大又厚镜子疼爱走一趟脚掌疙瘩骆驼委屈松散（生领读，开火车读）二、初读课文1、同桌间互相读课文要求：把课文读正确（读准字音，不添字、不漏字）2、检查读书情况出示几句难读的句子小骆驼在小溪边照“镜子”，小红马看见了，就喷着响鼻对小骆驼说：“你的脚掌又大又厚，眼皮上长着两层眼毛，背上还有两个肉疙瘩，多难看哪！”妈妈说：“我们背上的那两个肉疙瘩叫驼峰，里面贮存着养料，足够我们路上用的了。
”沙漠旅行结束了，小骆驼默默地想：我们的驼峰、脚掌、和眼毛在沙漠里有那么大的用处，我们应该感到自豪才对呀！（学生个别读，齐读）3、流利地读课文要求：读通句子，不唱读，不复读（找朋友互相帮助读）4、比赛读5、联系上下文解释文中生字新词（生自由说）6、概括课文主要内容（生说）三、学习生字左右结构：镜料够陷铺上下结构：委上中下结构：豪半包围结构：疼趟独体字：亏生描红【篇二】教学目标：1、能正确、流利、有感情地朗读课文，渗透正确的审美观教育。
2、读懂课文内容，能有条理地讲述这个故事。
2024年四年级下册语文《沙漠之舟》北师版原文及教案
《沙漠之舟》北师版原文及教案一、教学目标1.知识与技能：1.1能够正确地朗读课文，理解课文大意。
1.2学习生字词，掌握生字的读音、书写和词义。
1.3了解骆驼在沙漠中的重要作用，认识沙漠环境的恶劣。
2.过程与方法：2.1通过查阅资料，了解沙漠和骆驼的相关知识。
2.2通过小组讨论，探讨骆驼为什么被称为“沙漠之舟”。
3.情感态度与价值观：3.1培养学生对自然环境的敬畏之心。
3.2培养学生合作、探究、创新的精神。
二、教学重点与难点1.教学重点：1.1课文的朗读与理解。
1.2生字词的学习。
1.3骆驼在沙漠中的重要作用。
2.教学难点：2.1沙漠环境的恶劣与骆驼的适应能力。
2.2骆驼被称为“沙漠之舟”的原因。
三、教学过程1.导入新课教师简要介绍沙漠和骆驼，引发学生对沙漠环境的兴趣。
2.课文朗读学生自由朗读课文，教师指导学生注意语气、节奏。
3.课文理解教师提问，引导学生回答，理解课文大意。
教师讲解生字词，帮助学生掌握生字的读音、书写和词义。
4.小组讨论学生分小组讨论，探讨骆驼为什么被称为“沙漠之舟”。
5.拓展活动学生查阅资料，了解沙漠和骆驼的相关知识。
6.课堂小结四、教学反思1.本节课通过朗读、讨论、查阅资料等多种形式，让学生全面了解沙漠环境和骆驼的特点，提高了学生的学习兴趣和参与度。
2.学生在小组讨论中积极发言，表达自己的观点，培养了合作、探究、创新的精神。
3.教师在课堂上注重启发式教学，引导学生主动思考，提高了学生的思维能力。
五、教学资源1.课文《沙漠之舟》原文。
2.生字词表。
3.沙漠和骆驼的相关资料。
六、教学建议1.在教学过程中，注意关注学生的学习进度，适时调整教学节奏。
2.鼓励学生在课堂上积极发言，培养学生的表达能力和思维能力。
3.结合实际情况，适当增加拓展活动，提高学生的学习兴趣。
4.教师在课堂上要注重情感态度的培养，引导学生树立正确的价值观。
七、教学评价1.课堂参与度：观察学生在课堂上的发言、讨论等表现，评价学生的参与度。
四年级《沙漠之舟》语文教学课件
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沙漠之舟课文原文
Ships in the DesertBy AL GoreI was standing in the sun on the hot steel deck of a fishing ship capable of processing a fifty-ton catch on a good day. But it wasn' t a good day. We were anchored in what used to be the most productive fishing site in all of central Asia, but as I looked out over the bow, the prospects of a good catch looked bleak. Where there should have been gentle blue-green waves lapping against the side of the ship, there was nothing but hot dry sand – as far as I could see in all directions. The other ships of the fleet were also at rest in the sand, scattered in the dunes that stretched all the way to the horizon. Ten year s ago the Aral was the fourth-largest inland sea in the world, comparable to the largest of North America's Great Lakes. Now it is disappearing because the water that used to feed it has been diverted in an ill-considered irrigation scheme to grow cotton In the user t. The new shoreline was almost forty kilometers across the sand from where the fishing fleet was now permanently docked. Meanwhile, in the nearby town of Muynak the people were still canning fish – brought not from the Aral Sea but shipped by rail through Siberia from the Pacific Ocean, more than a thousand miles away.My search for the underlying causes of the environmental crisis has led me to travel around the world to examine and study many of these images of destruction. At the very bottom of the earth, high in the Trans-Antarctic Mountains, with the sun glaring at midnight through a hole in the sky, I stood in the unbelievable coldness and talked with a scientist in the late tall of 1988 about the tunnel he was digging through time. Slipping his parka back to reveal a badly burned face that was cracked and peeling, he pointed to the annual layers of ice in a core sample dug from the glacier on which we were standing. He moved his finger back in time to the ice of two decades ago. "Here's where the U. S Congress passed the Clean Air Act,” he said. At the bottom of the world, two continents away from Washington, D. C., even a small reduction in one country's emissions had changed the amount of pollution found in the remotest end least accessible place on earth.But the most significant change thus far in the earth’s atmosphere is the one that began with the industrial r evolution early in the last century and has picked up speed ever since. Industry meant coal, and later oil, and we began to burn lots of it – bringing rising levels of carbon dioxide (CO2), with its ability to trap more heat in the atmosphere and slowly warm the earth. Fewer than a hundred yards from the South Pole, upwind from the ice runway where the ski plane lands and keeps its engines running to prevent the metal parts from freeze-locking together, scientists monitor the air sever al times ever y day to chart the course of that inexorable change. During my visit, I watched one scientist draw the results of that day's measurements, pushing the end of a steep line still higher on the graph. He told me how easy it is – there at the end of the earth – to see that this enormous change in the global atmosphere is still picking up speed.Two and a half years later I slept under the midnight sun at the other end of our planet, in a small tent pitched on a twelve-toot-thick slab of ice floating in the frigid Arctic Ocean. After a hearty breakfast, my companions and I traveled by snowmobiles a few miles farther north to a rendezvous point where the ice was thinner – only three and a half feet thick – and a nuclear submarine hovered in the water below. After it crashed through the ice, took on its new passengers, and resubmerged, I talked with scientists who were trying to measure more accurately the thickness of the polar ice cap, which many believe is thinning as a re-suit of global warming. I had just negotiated an agreement between ice scientists and the U. S. Navy to secure the re-lease of previously top secret data from submarine sonar tracks, data that could help them learn what is happening to the north polar cap. Now, I wanted to see the pole it-self, and some eight hours after we met the submarine, we were crashing through that ice, surfacing, and then I was standing in an eerily beautiful snowcape, windswept and sparkling white, with the horizon defined by little hummocks, or "pressure ridges " of ice that are pushed up like tiny mountain ranges when separate sheets collide. But here too, CD, levels are rising just as rapidly, and ultimately temperature will rise with them – indeed, global warming is expected to push temperatures up much more rapidly in the Polar Regions than in the rest of the world. As the polar air warms, the ice her e will thin; and since the polar cap plays such a crucial role in the world's weather system, the consequences of a thinning cap could be disastrous.Considering such scenarios is not a purely speculative exercise. Six months after I returned from the North Pole, a team of scientists reported dramatic changes in the pattern of ice distribution in the Arctic, and a second team reported a stillcontroversial claim (which a variety of data now suggest) that, over all, the north polar cap has thinned by 2 per cent in just the last decade. Moreover, scientists established several years ago that in many land areas north of the Arctic Circle, the spring snowmelt now comes earlier every year, and deep in the tundra below, the temperature e of the earth is steadily rising.As it happens, some of the most disturbing images of environmental destruction can be found exactly halfway between the North and South poles – precisely at the equator in Brazil – where billowing clouds of smoke regularly black-en the sky above the immense but now threatened Amazon rain forest. Acre by acre, the rain forest is being burned to create fast pasture for fast-food beef; as I learned when I went there in early 1989, the fires are set earlier and earlier in the dry season now, with more than one Tennessee's worth of rain forest being slashed and burned each year. According to our guide, the biologist Tom Lovejoy, there are more different species of birds in each square mile of the Amazon than exist in all of North America –which means we are silencing thousands of songs we have never even heard.But one doesn't have to travel around the world to witness humankind's assault on the earth. Images that signal the distress of our global environment are now commonly seen almost anywhere. On some nights, in high northern latitudes, the sky itself offers another ghostly image that signals the loss of ecological balance now in progress. If the sky is clear after sunset -- and it you are watching from a place where pollution hasn't blotted out the night sky altogether -- you can sometimes see a strange kind of cloud high in the sky. This "noctilucent cloud" occasionally appears when the earth is first cloaked in the evening darkness; shimmering above us with a translucent whiteness, these clouds seem quite unnatural. And they should: noctilucent clouds have begun to appear more often because of a huge buildup of methane gas in the atmosphere. (Also called natural gas, methane is released from landfills, from coal mines and rice paddies, from billions of termites that swarm through the freshly cut forestland, from the burning of biomass and from a variety of other human activities. ) Even though noctilucent clouds were sometimes seen in the past, all this extra methane carries more water vapor into the upper atmosphere, where it condenses at much higher altitudes to form more clouds that the sun's rays still strike long after sunset has brought the beginning of night to the surface far beneath them.What should we feel toward these ghosts in the sky? Simple wonder or the mix of emotions we feel at the zoo? Perhaps we should feel awe for our own power: just as men "ear tusks from elephants’ heads in such quantity as to threaten the beast with extinction, we are ripping matter from its place in the earth in such volume as to upset the balance between daylight and darkness. In the process, we are once again adding to the threat of global warming, be-cause methane has been one of the fastest-growing green-house gases, and is third only to carbon dioxide and water vapor in total volume, changing the chemistry of the upper atmosphere. But, without even considering that threat, shouldn't it startle us that we have now put these clouds in the evening sky which glisten with a spectral light? Or have our eyes adjusted so completely to the bright lights of civilization that we can't see these clouds for what they are –a physical manifestation of the violent collision between human civilization and the earth?Even though it is sometimes hard to see their meaning, we have by now all witnessed surprising experiences that signal the damage from our assault on the environment --whether it's the new frequency of days when the temperature exceeds 100 degrees, the new speed with which the -un burns our skin, or the new constancy of public debate over what to do with growing mountains of waste. But our response to these signals is puzzling. Why haven't we launched a massive effort to save our environment? To come at the question another way' Why do some images startle us into immediate action and focus our attention or ways to respond effectively? And why do other images, though sometimes equally dramatic, produce instead a Kin. of paralysis, focusing our attention not on ways to respond but rather on some convenient, less painful distraction?Still, there are so many distressing images of environ-mental destruction that sometimes it seems impossible to know how to absorb or comprehend them. Before considering the threats themselves, it may be helpful to classify them and thus begin to organize our thoughts and feelings so that we may be able to respond appropriately.A useful system comes from the military, which frequently places a conflict in one of three different categories, according to the theater in which it takes place. There are "local" skirmishes, "regional" battles, and "strategic" conflicts. This third category is reserved for struggles that can threaten a nation's survival and must be under stood in a global context.Environmental threats can be considered in the same way. For example, most instances of water pollution, air pollution, and illegal waste dumping are essentially local in nature. Problems like acid rain, the contamination of under-ground aquifers, and large oil spills are fundamentally regional. In both of these categories, there may be so many similar instances of particular local and regional problems occurring simultaneously all over the world that the patter n appears to be global, but the problems themselves are still not truly strategic because the operation of- the global environment is not affected and the survival of civilization is not at stake.However, a new class of environmental problems does affect the global ecological system, and these threats are fundamentally strategic. The 600 percent increase in the amount of chlorine in the atmosphere during the last forty years has taken place not just in those countries producing the chlorofluorocarbons responsible but in the air above every country, above Antarctica, above the North Pole and the Pacific Ocean – all the way from the surface of the earth to the top of the sky. The increased levels of chlorine disrupt the global process by which the earth regulates the amount of ultraviolet radiation from the sun that is allowed through the atmosphere to the surface; and it we let chlorine levels continue to increase, the radiation levels will al-so increase – to the point that all animal and plant life will face a new threat to their survival.Global warming is also a strategic threat. The concentration of carbon dioxide and other heat-absorbing molecules has increased by almost 25 per cent since World War II, posing a worldwide threat to the earth's ability to regulate the amount of heat from the sun retained in the atmosphere. This increase in heat seriously threatens the global climate equilibrium that determines the pattern of winds, rainfall, surface temperatures, ocean currents, and sea level. These in turn determine the distribution of vegetative and animal life on land and sea and have a great effect on the location and pattern of human societies.In other words, the entire relationship between humankind and the earth has been transformed because our civilization is suddenly capable of affecting the entire global environment, not just a particular area. All of us know that human civilization has usually had a large impact on the environment; to mention just one example, there is evidence that even in prehistoric times, vast areas were sometimes intentionally burned by people in their search for food. And in our own time we have reshaped a large part of the earth's surface with concrete in our cities and carefully tended rice paddies, pastures, wheat fields, and other croplands in the countryside. But these changes, while sometimes appearing to be pervasive, have, until recently, been relatively trivial factors in the global ecological sys-tem. Indeed, until our lifetime, it was always safe to assume that nothing we did or could do would have any lasting effect on the global environment. But it is precisely that assumption which must now be discarded so that we can think strategically about our new relationship to the environment.Human civilization is now the dominant cause of change in the global environment. Yet we resist this truth and find it hard to imagine that our effect on the earth must now be measured by the same yardstick used to calculate the strength of the moon's pull on the oceans or the force of the wind against the mountains. And it we are now capable of changing something so basic as the relationship between the earth and the sun, surely we must acknowledge a new responsibility to use that power wisely and with appropriate restraint. So far, however, We seem oblivious of the fragility of the earth's natural systems.This century has witnessed dramatic changes in two key factors that define the physical reality of our relation-ship to the earth: a sudden and startling surge in human population, with the addition of one China's worth of people every ten years, and a sudden acceleration of the scientific and technological revolution, which has allowed an almost unimaginable magnification of our power to affect the world around us by burning, cutting, digging, moving, and trans-forming the physical matter that makes up the earth. The surge in population is both a cause of the changed relationship and one of the clearest illustrations of how startling the change has been, especially when viewed in a historical context. From the emergence of modern humans 200 000 years ago until Julius Caesar's time, fewer than 250 million people walked on the face of the earth. When Christopher Columbus set sail for the New World 1500 years later, there were approximately 500 million people on earth. By the time Thomas Jefferson wrote the Declaration of Independence in 1776, the number had doubled again, to 1 billion. By midway through this century, at the end of World War II, the number had risen to just above 2 billion people. In other words, from the beginning of humanity's appearance on earth to 1945, it took more than ten thousand generations to reach a world populationof 2 billion people. Now, in the course of one human lifetime -- mine -- the world population will increase from 2 to more than 9 million, and it is already more than halfway there.Like the population explosion, the scientific and technological revolution began to pick up speed slowly during the eighteenth century. And this ongoing revolution has also suddenly accelerated exponentially. For example, it is now an axiom in many fields of science that more new and important discoveries have taken place in the last ten years that. in the entire previous history of science. While no single discover y has had the kind of effect on our relationship to the earth that unclear weapons have had on our relationship to warfare, it is nevertheless true that taken together, they have completely transformed our cumulative ability to exploit the earth for sustenance -- making the consequences, of unrestrained exploitation every bit as unthinkable as the consequences of unrestrained nuclear war.Now that our relationship to the earth has changed so utterly, we have to see that change and understand its implications. Our challenge is to recognize that the startling images of environmental destruction now occurring all over the world have much more in common than their ability to shock and awaken us. They are symptoms of an underlying problem broader in scope and more serious than any we have ever faced. Global warming, ozone depletion, the loss of living species, deforestation -- they all have a common cause: the new relationship between human civilization and the earth's natural balance. There are actually two aspects to this challenge. The first is to realize that our power to harm the earth can in-deed have global and even permanent effects. The second is to realize that the only way to understand our new role as a co-architect of nature is to see ourselves as part of a complex system that does not operate according to the same simple rules of cause and effect we are used to. The problem is not our effect on the environment so much as our relationship with the environment. As a result, any solution to the problem will require a careful assessment of that relationship as well as the complex interrelationship among factors within civilization and between them and the major natural components of the earth's ecological system.There is only one precedent for this kind of challenge to our thinking, and again it is military. The invention of nuclear weapons and the subsequent development by the Unit-ed States and the Soviet Union of many thousands of strategic nuclear weapons forced a slow and painful recognition that the new power thus acquired forever changed not only the relationship between the two superpowers but also the relationship of humankind to the institution at war-fare itself. The consequences of all-out war between nations armed with nuclear weapons suddenly included the possibility of the destruction of both nations –completely and simultaneously. That sobering realization led to a careful reassessment of every aspect of our mutual relationship to the prospect of such a war. As early as 1946 one strategist concluded that strategic bombing with missiles "may well tear away the veil of illusion that has so long obscured the reality of the change in warfare – from a fight to a process of destruction.”Nevertheless, during the earlier stages of the nuclear arms race, each of the superpower s assumed that its actions would have a simple and direct effect on the thinking of the other. For decades, each new advance in weaponry was deployed by one side for the purpose of inspiring fear in the other. But each such deployment led to an effort by the other to leapfrog the first one with a more advanced deployment of its own. Slowly, it has become apparent that the problem of the nuclear arms r ace is not primarily caused by technology. It is complicated by technology, true; but it arises out of the relationship between the superpowers and is based on an obsolete understanding of what war is all about.The eventual solution to the arms race will be found, not in a new deployment by one side or the other of some ultimate weapon or in a decision by either side to disarm unilaterally, but ratter in new understandings and in a mutual transformation of the relationship itself. This transformation will involve changes in the technology of weaponry and the denial of nuclear technology to rogue states. But the key changes will be in the way we think about the institution of war far e and about the relationship between states.The strategic nature of the threat now posed by human civilization to the global environment and the strategic nature of the threat to human civilization now posed by changes in the global environment present us with a similar set of challenges and false hopes. Some argue that a new ultimate technology, whether nuclear power or genetic engineering, will solve the problem. Others hold that only a drastic reduction of our reliance on technology can improve the conditions of life -- asimplistic notion at best. But the real solution will be found in reinventing and finally healing the relationship between civilization and the earth. This can only be accomplished by undertaking a careful reassessment of all the factors that led to the relatively recent dramatic change in the relationship. The transformation of the way we relate to the earth will of course involve new technologies, but the key changes will involve new ways of thinking about the relationship itself.NOTESI) Al Gore: born in 1948 in Washington D. C., U. S. Senator (1984-1992) from the State of Tennessee,and U. S. Vice-President ( l 992-) under President Bill Clinton. He is the author of the book Earth in the Balance from which this piece is taken.2) Aral Sea: inland sea and the world’s fourth largest lake, c. 26 000 sqmiles, SW Kazakhstan and NW Uzbekhst an, E of the Caspian Sea3) Great Lakes: group of five freshwater lakes, Central North America, between the United States and Canada, largest body of fresh water in the world. From west to east, they are Lake Superior,Lake Michigan,Lake Huron, Lake Erie, and Lake Ontario.4) Trans-Antarctic Mountains: mountain chain stretching across Antarctica from Victoria I and to Coats I and; separating theE Antarctic and W Antarctic subcontinents5) Clean Air Act: one of the oldest environmental laws of the U. S., as well as the most far-reaching, the costliest, and the most controversial. It was passed in 1970.6) Washington D. C.: capital of the United States. D. C. (District of Columbia).is added to distinguish it from the State of Washington and 3 other cities in the U. S bearing the sonic name.7) freeze-locking: the metal parts are frozen solid and unable to move freely8) midnight sun: phenomenon in which the sun remains visible in the sky for 24 hours or longer, occurring only in the polar regions9) global warming; The earth is getting warmer. The temperature of the earth's atmosphere and its surface is steadily rising.10) Submarine sonar tracks: the term sonar is an acronym for sound navigation ranging. It is used for communication between submerged submarines or between a submarine and a surface vessel, for locating mines and underwater hazards to navigation, and also as a fathometer, or depth finder.11) greenhouse (effect): process whereby heat is trapped at the surface of the earth by the atmosphere. An increase of man-made pollutants in the atmosphere will lead to a long-term warming of the earth's climate.12) Julius Caesar: (102? B. C -- 44 B. C:. ), Roman statesman and general13) Christopher Columbus: ( 1451-1506), discoverer of America, born Genoa, Italy14) Thomas Jefferson: (17-13-1826 ), 3d President of the United States(1801-1809), author of the Declaration of Independence.15) Declaration of Independence: full and formal declaration adopted July 4,1776, by representatives of the thirteen colonies in North America announcing the separation of those colonies from Great Britain and making them into the United States 16)Ozone depletion: A layer of ozone in the stratosphere prevents most ultraviolet and other high-energy radiation, which is harmful to life, from penetrating to the earth's surface.Some.environmental, scientists fear that certain man-made pollutants, e.g. nitric oxide, CFCs(Chlorofluorocarbons), etc., may interfere with the delicate balance of reactions that maintains the ozone’ s concentration, possibly leading to a drastic depletion of stratospheric ozone. This is now happening in the stratosphere above the polar regions.第三课沙漠之舟艾尔•戈尔我头顶烈日站在一艘渔船的滚烫的钢甲板上。
《沙漠之舟》课文教学设计及反思
《沙漠之舟》课文教学设计及反思1、《沙漠之舟》课文教学设计及反思教材分析：本课是一篇描写动物的说明文，语言简洁、形象，概括介绍骆驼适应沙漠生活的生理特点及帮助人们穿越沙漠的作用。
本课的学习，即要抓住重点整体感知课文，了解的描写、说明方法。
在阅读课文时，引导学生感悟的同时，把重点放在理解“总——分”的写作方法和为什么称骆驼为“沙漠之舟”的原因上，掌握学习写作方法。
学情分析：1 、学生的认知特点。
我校位于祖国东北边陲农村，远离沙漠地带，学生信息较为封闭，学生没有亲眼见过骆驼，对于“沙漠之舟”会有浓厚的兴趣。
但关于骆驼的一般常识性知识的理解会有难度。
教师要运用插图或影像资料、理解重点词语等方式，让学生在精读课文中理解课文内容。
2 、在学习本课前学生已具有的学习能力。
通过几年来和前几单元的学习，学生有了一定的自学能力，通过自学和交流扫除文字障碍的能力，初步读懂课文的能力，整理好词佳句的能力。
学生已经能边默读边批注，体会和运用归纳课文主要内容的方法，写批注笔记的方法。
教学目标：1 、学会11 个生字，区分同音字“趾”和“胝”，能联系句子理解“胼胝”、“驼峰”、“脂肪”等词语。
2 、阅读课文，了解骆驼适应沙漠生活的生理特点，明白人作为什么为什么称骆驼为“沙漠之舟”。
3 、理解句子间和段落间的关系，学习“总—分”方式构段，围绕总起句，抓住重点进行具体描述的说明方法。
4 、通过修改资料，插入课文，丰富学生知识背景，提高学生写摘录笔记的能力、写作能力。
教学重难点：1 、学习抓住特点进行具体描述的说明方法。
2 、理解“沙漠之舟”称号的原因。
教学过程：一、质疑导入新课：1 、今天我们来学习一篇与沙漠有关的文章，教师板书课题《沙漠之舟》。
2 、看到课题你能知道什么？（本文和沙漠有关，舟是小船的意思，这课写是是沙漠中的船……）3 、从课题看，你有什么疑问？（沙漠之舟指的是谁？）[ 点评：本文题目是《沙漠之舟》，从字面上是沙漠中的船。
春语文四下《沙漠之舟》课件
骆驼的颈
• 骆驼的颈很长，所以能看得很远，不致 迷失方向。
骆驼的鼻孔及眼睛
• 骆驼的鼻孔可开可闭，眼睛有双重的睫 毛，可以挡住风沙，使它不致窒息，也 不会迷眼。
骆驼的脚掌
• 骆驼的脚掌有厚厚的 肉垫，富弹性，能伸 展，走路时不会陷进 沙中。
「沙漠之舟」
• 骆驼有耐力，刻苦耐劳，能背负重物走 长途，能做别的动物不能担当的工作， 成为沙漠中特有的交通工具，所以人们 叫它做骆驼有耐力，刻苦耐劳，能背负 重物走长途，能做别的动物不能担当的 工作，成为沙漠中特有的交通工具，所 以人们叫它做「沙漠之舟」。
初读课文，整体感知。
滚热的沙子 松软的沙子 陷进沙子里 • 宽广无边的沙漠 • 刮起卷着沙子的旋风 • 大风卷着沙粒飞滚 • 移来整座沙丘
朗读课文，归纳主题
蒙古人形容骆驼为“兔唇、蛇眼、 鼠耳、龙颈、马鬃、牛脊羊胸、 虎爪、猪尾”。
骆驼
皮毛 身体构造 鼻孔及眼睛 颈 脚掌
骆驼皮毛的功用
• 骆驼的外表并不好看，还可以说有些丑 陋。它披着一层蓬松的黄褐色的皮毛， 看来有点褴褛，但这层皮毛足以抵御寒 风的侵袭，保持体温；抵挡烈日的曝晒， 使它的体温升至摄氏四十度以上才开始 出汗，减少体内水分的流失。
北师大版小学语文 四年级下册第八单元
序言
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《沙漠之舟》课文
导读：骆驼生活在沙漠里。
它身体很高，脖子很长，能够７望到很远的地方。
沙漠里有水的地方很少，骆驼的嗅觉很灵敏，能帮助人们找到水源。
每逢沙漠里刮起卷着沙子的旋风，它的鼻孔主紧紧地闭起来。
骆驼的腿上有一大片胼胝，它就是趴在被太阳晒得滚热的沙子上，也不会烫伤。
骆骆的脚掌又宽又厚，走路的时候，两个脚趾分开，不会陷到松软的沙子一部分养料变成脂肪储藏在驼峰里。
等到缺乏食物的时候，它就是用自己积蓄的营养来维持生命。
洮漠宽广无边，到处是高高低低的人很认路。
骆驼却能在沙漠里给我们带路。
沙漠里的大风是很可怕的，大风卷着沙粒飞滚，有时会移来整座沙丘，把人和牲口全埋在底下。
骆驼熟悉沙漠里的气候，快要刮风了，它就跪下，旅行的人可以预先做好准备。
骆驼走得很慢，可是能驮很多东西。
它是沙漠里重要的交通工具，人们把它看做渡过沙漠之海的航船，称它为“沙漠之舟”。
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