Second grade thunderstorm text teaching plan

The so-called conformity with science means that teachers should conscientiously implement the spirit of curriculum standards and determine teaching objectives, key points and difficulties according to the inherent laws of teaching materials and students' reality. Next, I will bring you a lesson plan for the second grade thunderstorm text. I hope you like it!

Thunderstorm Text Teaching Plan for Grade Two 1

learning target

1. can recognize four new words such as "pressure" and write 12 words such as "vertical".

2. Read the text silently and imagine while reading. Read the text with emotion, and read the scenes before, during and after the thunderstorm with different intonations.

I feel how the scenery changes before, during and after the thunderstorm. I am interested in observing the weather. I can keep an observation diary.

Preparation before class

1. Teaching wall chart. If possible, courseware can be made to reflect the scene before, during and after the thunderstorm.

2. New word card.

first kind

Contact life and reveal the topic.

Thunderstorms often occur in summer afternoons. Can you tell me something about thunderstorms?

After affirming the students' experience, the teacher reveals the topic and sees how the text writes about thunderstorm. )

Read the text for the first time and learn words by literacy.

1. Reading the text silently requires accurate pronunciation and understanding of the text. Teachers patrol and give individual guidance to students with reading difficulties.

2. Read the word card. It's getting dark, swaying, coming towards us, and rainbows, spiders and cicadas are getting louder and louder, hanging down and pressing down.

3. Combine words with new words and ask students to find words and sentences containing new words from the text.

A. press-press; Dark clouds filled the sky and the darkness came down.

B. chaos-chaos; Suddenly, a strong wind blew and branches were scattered all over the floor.

C. hanging down-hanging down; A spider hung on the net and ran away.

D. rainbow-rainbow; Rainbow hangs in the sky.

4. Listen to each other's text at the same table, and read one paragraph each, so as to consolidate literacy and learn new words in reading.

Read your feelings aloud and sort out the context.

1. Read the text in sections.

2. The teacher guides reading. (Before the thunderstorm: the sky was overcast ... the leaves on the tree ... suddenly a strong wind ... whoa, whoa, whoa, it's raining. ...

The rain has stopped ...)

3. Ask the students to find out which paragraphs in the text are written before the thunderstorm, which paragraphs are written during the thunderstorm and which paragraphs are written after the thunderstorm, and mark them in the book respectively.

4. Instruct students to read these three parts in different intonations and feel the different scenes before and after the thunderstorm.

5. Read aloud in groups, and the teacher gives random guidance.

Second lesson

Read the text silently

Read and imagine the scenes before, during and after the thunderstorm.

Segmented reading discussion

1. Before the thunderstorm: Read the name out loud. After reading it, tell us what you saw before the thunderstorm.

The teacher summed it up: dark clouds-strong winds-lightning-thunder.

2. Thunderstorm: Read the name out loud. After reading, let the students talk about a thunderstorm scene with their own life experiences.

The teacher summed it up: the sound of rain and thunder from big to small.

From dark to bright, the air is fresh.

3. After the thunderstorm: Read aloud in unison and feel the beautiful scenery after the rain.

Comparative words in lyrics

1. Before the thunderstorm: the sky is full of dark clouds and the sky is dark _ _ _ _ _ _ _ _. A spider got off the Internet and ran away. Cicada makes no sound.

2. After the thunderstorm: A rainbow appeared in the sky. The cicada cried. Spiders are online again _ _ _ _ _ _.

Compare the usage of the four words "press", "hang", "hang" and "sit" and realize the accurate usage of these four words.

Consolidate literacy

1. Show the new words in this lesson and the words you are required to write, and say their names and read them aloud in groups.

2. deskmate exchange memory method, students introduce their own literacy methods to their classmates.

class exercise

1. Write a new word guide.

2. Finish reading and copying exercises after class.

Extracurricular development

1. Observe the weather changes and keep an observation diary.

2. Expand reading summer vacation.

summer

In the summer afternoon, the sun is like a big fireball.

Willow leaves roll, flowers bow, and the lake is boiling hot. Don't cook small fish! Ah, relax, relax! Dragonfly came, flying very low, hovering on the lake, reporting good news: "It's going to rain, it's going to rain!" " "

The wind is coming, the clouds are getting dark, and the thunder is coming! Wow, wow, wow, I'm happy under the heavy rain.

It rained for a while, the wind went away, the clouds cleared away, the flash stopped, and Grandpa Lei went home. The sun came out again and a rainbow hung on the horizon.

Willow leaves and flowers are dripping, just like taking a bath, how clean and energetic. How happy the little fish are swimming in the lake, wagging their tails.

By the lake, some people enjoy the cool and some people take a walk. A group of pupils are walking on the stone arch bridge. The lake is like a mirror, shining on the sky, the bridge and the group of pupils crossing the bridge. Ah! They are like a flock of birds flying over the rainbow after the rain.

Second grade thunderstorm text teaching plan 2

Teaching content:

People's education publishing house, second grade, primary school Chinese, volume 5, lesson 2

Teaching objectives:

1. Read the text silently and imagine while reading. Read the text with emotion and express different scenes before and after the thunderstorm through sound.

2. Be interested in observing the weather and be able to keep an observation diary.

3. Read "Language of Nature" and "Walking into Nature" in the new language theme reading, and learn about the eight languages of nature through reading aloud.

You can express your love for nature by reading aloud.

Teaching focus:

Feel the different characteristics before, during and after the rain through the combination of pictures and texts.

Teaching difficulties:

Interested in observing the weather, able to keep an observation diary.

Teaching aid: multimedia courseware.

Teaching methods: situational teaching method and reading comprehension method.

Teaching process:

First, the introduction of new courses.

1. Knowing so many natural languages, have you ever heard the symphony of nature-thunderstorm? Please close your eyes and listen to the thunderstorm. (Play the courseware)

2. Teacher: What words do you think of when you hear this thunderstorm? .

3. Transition: Students, the summer sun is like fire, a thunderstorm brings coolness, cicadas croak and frogs croak, and a group of children have fun! Thunderstorms bring infinite fun to summer! Do you want to walk in the rain? In this class, we will walk into nature together and listen to the symphony of nature-thunderstorm! (point)

4. Write on the blackboard.

Second, learn words.

I learned the new words in the article yesterday. Do you still know them?

1, word check (courseware shows words)

2. Read words by train

3, performance reading "swing down and hang down"

4. Instruct to write the word "vertical"

Third, review the content of the text.

1, remember these three pictures? (Courseware shows three pictures)

2. Who can tell me what these three pictures show?

Teacher's summary: These three pictures show the development and changes of thunderstorm.

(Teacher writes on the blackboard: Before rain, after rain)

Teacher 4: Do you remember which natural paragraphs were written before the rain, which natural paragraphs were written in the rain and which natural paragraphs were written after the rain?

Read the text: Teacher: Let's read this different scene again and feel the changing process of thunderstorm.

Fourth, learn the paragraphs before it rains.

Transition: Now let's enter the text and see what happened before the thunderstorm.

Show me the reading tips: please read the first to third paragraphs of the text silently and find out what scenery is described in the text. Draw words with a pencil.

1, the first natural paragraph

What are dark clouds like? What can you see about clouds from the sky? What can you learn from the word darkness? What does it feel like to be crushed?

(2) Who can read the feeling of pressing down! (Practice reading)

(3) Introduction: childish and boring! No wonder the leaves on the tree-cicadas-

(4) Teacher: This is a cicada. (Drawing) What's its other name? I know! )

What can you feel without kinetic energy? What can you feel without saying a word?

(5) Practice reading sentences

2. The second natural paragraph

Transition: Before the thunderstorm, it was dark, the air was hot and humid, and there was no wind. Even the cicada, who loves singing, closed her mouth and waited quietly for a heavy rain. But this depressing atmosphere changed in a blink of an eye.

(1) Introduction: Suddenly a strong wind blew the branches apart, and a spider hung from the internet and ran away.

Who broke the silence before the rain? Which word means the wind is coming fast? How strong is the wind? What else can explain the strong wind? Look at the following sentences and think about it.

(3) How did the spider escape? Find a word in the article. Why don't spiders climb down from trees?

(4) How much rain will it rain behind such a strong wind? Run! Practice reading sentences.

3. The third paragraph

(1) After the gale, (click courseware) read the sentence.

(2) Practice reading aloud.

V. Learn the paragraphs in the rain:

Teacher: With everyone's call, the thunderstorm has finally come!

Look-(courseware appreciation)

1, see for yourself, see the change process of rain from big to small.

What a heavy rain! What does it feel like to land on our heads, shoulders and bodies? This is summer! How do you feel differently?

3. What's it like to sit inside and outside? Can't see what? This scene can be described in one word?

The whole world is covered with a coat made of rain. Let's read the paragraphs in the rain together, and let us feel the magic of thunderstorm again!

Sixth, learn the paragraphs after the rain.

Transition: The rain has stopped. Ask a classmate to read the last paragraph to everyone.

1. What words do you think of when you see a rainbow?

What color is the rainbow? Everybody say one!

2, red, orange, yellow and green-how can it not be beautiful? When you see such a beautiful rainbow, what about your smile? Look at the last paragraph with such an expression!

3. (Click on the courseware) Listen! Cicada called! It is expressing its joy with sound! (Click on the courseware) The spider finally came back and sat on the Internet. What will this moment feel like? (Click on the courseware) Even the little frog wants to praise you loudly! Please read the last paragraph again with action and emotion.

Seven, practice

1. Order: I understand the text. Can you arrange these sentences in the correct order?

2. Exercise 2:

(1) The sun and the rainbow. I want to hang the rainbow in the sky first, and then write about the sun, ok?

(2) There are cicadas and spiders in the tree. Can it be reversed?

(3) In what order did the author observe the scene after the rain?

(Click on the courseware) Observe from top to bottom.

Eight. abstract

Teacher: After learning this text, we should not only understand the development process and characteristics of thunderstorms, but also learn how to keep an observation diary from the text. In fact, this text is an observation diary. Let's change it to diary format.

Teacher's blackboard writing: observation diary

1, diary format is required. What do you want in the first line?

2. What should I pay attention to when writing an observation diary? This little nursery rhyme can help you.

-reading children's songs.

Nine, expand

1. The teacher invited you to see some pictures after the rain. You should observe them carefully and expand your imagination.

2. Students, think about it. What other beautiful scenery is there after the rain?

3. Homework: Observe the diary. The rain has stopped. ...

Write down what you just observed after the rain and your own imagination.

The second grade thunderstorm text teaching plan 3

Teacher: Everyone taught themselves the text in Pinyin. Can you read it?

Health: Yes.

Teacher: Now let's pick up the book and try to read it again. Listen to how other students read words they don't know.

Health: (Read the text together) Thunder and lightning, dark clouds roll over, branches are blown off by strong winds, chickens, ducks, cats, dogs, pigs and cows run away, and raindrops are like lines.

Teacher: What words did you learn by yourself? By comparison, who knows more?

Health: I know the words "cloud", "wind" and "thunder".

Health: I know "knowledge", "Yu" and "cow".

Health: I met a "bird" ...

Teacher: The students are so clever that they can recognize these words by themselves without the help of a teacher. How do you remember so many words? If you have any good ideas, tell the teacher.

Health: When I think of "bird", I think that "bird" is similar to "martial arts", with a little meaning of "bird" and no meaning of "bird".

Teacher: It's good that you think birds are animals (referring to a point in the word bird), more like birds' eyes. Black means black, so there is no such thing. (Facing the students who spoke) You are so great that you can make new discoveries. Let's have a round of applause! This is a good idea. Do you have any other good methods?

Health: I remember the word "tree". A tree is a wooden character with a pair of characters.

Health: I know that trees are related to wood, so there are wooden characters next to them.

Student: Teacher, I can see the word "tree" or the word "right" plus the word "inch".

Teacher: You have a good eye. The teacher didn't expect you to know the word "right". You are so smart to remember a word, review so many words, and help everyone know a new word "right". Let's read these words together.

Student: (Read together)

Teacher: We have learned a lot through cooperation. Who else can find a way to remember difficult words? This is also a contribution to everyone.

Health: I can see that the words chicken and duck are both domestic animals, and there is the word bird next to them, but the left side is different.

Student: Teacher, what he said is wrong. Chickens and ducks are not livestock. They are poultry. Poultry and birds have something in common, so there is a word next to them.

Teacher: How do you know so much knowledge? You can also say the word poultry.

Health: I saw it in a children's picture book.

Teacher: To love reading is to know more about knowledge.

Teacher, I also see that "cats", "dogs" and "pigs" are all animals, so there is the word ""beside them. On the right side of the word "cat" is the word "Miao", because the kitten's cry is "Miao", so on the right side is "Miao".

Teacher: Then let's bark like kittens!

Health: (laughs) Meow-meow-

Design intent:

Curriculum standards point out that it is necessary to change the current situation that curriculum implementation places too much emphasis on learning, rote learning and mechanical training, advocate students' active participation and willingness to explore, and cultivate students' ability to acquire new knowledge. The above teaching fragments clearly reflect this teaching idea. Under the organization and encouragement of teachers, students rely on existing knowledge and experience, and find suitable memory pillars through positive thinking and brainstorming. Through cooperation and exchange, it has promoted the expansion of thinking. Learning Chinese characters is no longer boring, and Chinese characters are not monotonous strokes, but lively and interesting individuals. Students learned knowledge, tasted creation and experienced the joy of success in a relaxed and happy atmosphere. It has reached the ideal state of independent learning, independent discovery, activating thinking and cultivating temperament.

Second grade thunderstorm text teaching plan 4

Teaching objectives:

1, understand the principle and process of lightning formation, clarify the harm of thunderstorm weather, and establish the awareness of lightning protection safety.

2, through investigation and data collection, understand and master the methods and skills to prevent lightning strikes.

3. Initially master the emergency treatment methods and emergency measures after being struck by lightning.

Teaching material analysis:

The introduction part points out the harm of lightning and reveals the content and key teaching tasks of this course. The main part has two themes: unfriendly tourists and lightning protection.

Teaching focus:

The principle and process of lightning formation, clear the harm of thunderstorm weather, and establish the awareness of lightning protection safety.

Teaching difficulties:

Emergency treatment and emergency measures after lightning strike.

Teaching process:

1. Understand lightning

1. The teacher played the video of lightning and thunder to the students during the thunderstorm season and asked,' What is this phenomenon? Have you ever experienced this weather? How did you feel then? "

2. Students exchange lightning knowledge according to their own life experiences.

3. Teacher's guidance: "Lightning is a common natural phenomenon in life, and we often encounter thunderstorms in our lives. Do you know how lightning is formed? "

4. Students introduce the relevant knowledge they know first, and then the teacher supplements it with the introduction of the textbook. You can use scientific experimental equipment such as generators to demonstrate the principle of lightning generation for students.

Second, correctly understand the harm of lightning

1, the teacher introduced: "The temperature of lightning is as high as 2000℃. Imagine how dangerous this temperature will be. "

2. Students communicate the hazards of lightning according to their own understanding.

3. The teacher concluded: "Clouds can accumulate a large number of positive charges, while the earth is a conductor, accumulating negative charges, thus forming a high potential difference between clouds and between clouds and the ground, ranging from several million volts to hundreds of millions of volts. The resulting current is very strong, reaching tens of thousands to hundreds of thousands, forming high heat and strong light, which will cause great harm and make people die immediately.

If you pass through trees and buildings, great heat and air vibration will seriously damage them. "

4. Experience the harm of lightning according to real cases.

(1) Knowing the case of "real reappearance" in the textbook, the teacher asked, "Have you ever thought about such serious consequences? Do you think there will be such danger when we encounter a thunderstorm? "

(2) The students exchanged their knowledge about this incident, and combined with their own life experiences, talked about their knowledge and understanding of the lightning disaster.

(3) Teachers provide more cases of lightning strikes for students, helping students to understand lightning more comprehensively and clearly and pay attention to its harm.

Third, organize the data.

1. Teachers guide students to sort out the collected data and the lightning hazards learned through study.

2, students exchange gains.

Fourth, lightning protection in the field.

1, the teacher introduced:' When we go to school, it is common to go out to play and encounter thunderstorms after school, so what should we do if we encounter thunderstorms outside?

2. Students communicate according to their own life experience and relevant knowledge, and teachers supplement relevant materials in the teaching materials.

(l) Problems that should be paid attention to in lightning protection and rain protection.

(2) Precautions for using rain gear.

(3) Pay attention to whether your clothes are easy to cause danger.

(4) Avoid using electronic products.

(5) Do not engage in dangerous activities.

Five, family lightning protection measures

1, the teacher shows a group of lightning protection pictures in home life, so that students can judge whether it is correct and explain the reasons for the teacher to analyze and supplement.

2. The teacher inspired: "Lightning protection should be paid attention to in thunderstorm weather, so how can lightning protection be achieved in normal weather without lightning?"

3. Students exchange lightning protection measures in daily life, and the teacher supplements them, such as installing lightning rods.

Six, after the lightning rescue.

1, teacher: "The harm of lightning is enormous, so you must be more careful at ordinary times. However, if someone is unfortunately injured by lightning, don't panic, don't hesitate and delay the treatment time. Learning the correct rescue methods can help us get rid of life-threatening patients who have been struck by lightning in time. "

The teacher plays the video of emergency rescue for people who have been struck by lightning, and explains the rescue method in combination with the video.

2. Students are trained in rescue skills in groups.

The second grade thunderstorm text teaching plan 5

Teaching purpose:

1. Learn the eight new words in this lesson and the new words that appear in the text.

2. Read the text correctly and fluently.

3. Be able to observe pictures in a certain order, cultivate students' observation ability and form the habit of observing things carefully.

4. Understand the content of the text and know the scenes before, during and after the thunderstorm.

Teaching emphases and difficulties:

Preliminary understanding of the characteristics of scene changes before, during and after thunderstorms; Develop the quality of observing things around you carefully.

Teaching AIDS:

courseware

Teaching process:

First, create a situation to stimulate interest

1, lead:

Thunderstorm is a common natural phenomenon in summer. Thunderstorms are magical and interesting. Today, the teacher will go to see Thunderstorm with everyone, ok?

2. Appreciate the multimedia courseware and reproduce the vivid picture of the text situation.

3. Ask students to read aloud while listening to the text, and imagine the changes of natural scenery before, during and after the thunderstorm.

Second, create situations, analyze sentences and guide reading.

1, reproduce the situation before the thunderstorm. Let the students talk about the scene before the thunderstorm.

Understand that sentence: "The sky is full of dark clouds and it is dark."

What does "sky" mean?

② Does the word "pressure" indicate the clouds at that time? How do you feel when dark clouds come straight at you?

(3) Guide reading this sentence.

Understand the "hanging" in "The spider hangs down from the net and escapes". (Use multimedia to help understand)

Find the verb in "A spider hung down from the internet and ran away". Instruct to read this sentence aloud.

Sentence comparison:

Lightning is getting brighter and thunder is getting louder and louder.

Lightning and thunder.

1 comparison. "More and more" means better every time.

(2) Guide reading this sentence.

(3) say a word with "more ... more ...".

2. Reproduce the scene during the thunderstorm. Ask the students to talk about the thunderstorm.

(1) According to the students' answers, the teacher concluded that the rain was urgent and fierce; The scenery is unclear; Time is not long.

② "Whoa, whoa, whoa, it's raining." Please find out the onomatopoeia of this sentence.

Instruct reading aloud: the sound of "wow, wow, wow" indicates that it is raining heavily. Read aloud and pause a little.

③ Sentence comparison:

Gradually, gradually, the thunder died down and the rain died down.

The thunder abated, and so did the rain.

A: Comparison.

B: Guide reading: "gradually, gradually", which means that thunderstorms have a period of time from big to small, from urgent to slow, so read slowly.

C: Say a word with "gradually".

3. recreate the scene after the thunderstorm.

Ask the students to talk about the scene after the thunderstorm.

Read the last part of the text. What scenery did you write? What's the difference between these scenes and before the thunderstorm?

Tell me how many colors there are in the rainbow.

What do you mean "the pond is full of water"?

(4) After a storm comes a calm, everything is washed away by heavy rain, and everything becomes so fresh. Flowers are in full bloom, birds are singing in the branches ... the scenery after the rain is really beautiful! No wonder the little frog squatted on the lotus leaf and stared at the beautiful world motionless.

Develop the training of imagination ability, and guide the students to look at the pictures while imagining: If you are a happy little frog, can you tell us about the beautiful scenery you saw after the rain? What is the dragonfly thinking and saying? What is the bird thinking and saying?

Third, read the text with emotion, and express the feelings before, during and after the rain by reading aloud.

Fourth, homework:

Draw a picture you saw or imagined before the thunderstorm, and write a few words under the picture.

Blackboard writing:

It was beautiful in the thunderstorm before! After that.

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