Three Textbooks on Thunderstorm Teaching

? Teaching draft of Thunderstorm

? First of all, talk about textbooks.

? Thunderstorm is lesson 18, the second volume of the second grade exp

Three Textbooks on Thunderstorm Teaching

? Teaching draft of Thunderstorm

? First of all, talk about textbooks.

? Thunderstorm is lesson 18, the second volume of the second grade experimental textbook of the new curriculum of People's Education Press. This article is an old text, and it is one of the few preserved texts after the new curriculum reform. This set of texts is to show students beautiful and magical natural scenery. In the hot summer, the sun is like fire, and a thunderstorm brings coolness, breathing fresh air, enjoying the beautiful rainbow and croaking in my ears. How refreshing. This article is very expressive, with concise and accurate words and beautiful and vivid language. It depicts the natural scene before, during and after the thunderstorm for us.

? According to the concept of "new curriculum standard" and the actual situation of students in our class, I have drawn up the learning objectives of this class:

? 1, cognitive goal:

? I can know 4 new words and write 12 new words.

? 2. Skills objectives:

? Read the text correctly, fluently and emotionally. Show different scenes before and after thunderstorm through sound.

? 3, emotional goals:

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

? I teach the second class, and I set the following learning goals:

? Can read the text correctly, fluently and emotionally, and feel the magic and beauty of nature by describing the scenes before, during and after the rain.

? 4, teaching focus:

? Read the text correctly, fluently and emotionally, and experience the accuracy and vividness of words and sentences in the text.

? 5, teaching difficulties:

? Experience the accuracy of keywords in the text.

? Second, students.

? Senior two students are curious, exploratory and susceptible to infection, and are easily attracted by new things. In this class, students have been able to say a relatively complete sentence, experience and feel in the situation created by the teacher, and achieve emotional excitement. At the same time, they have accumulated a lot of life materials related to this course, because thunderstorm is a common natural phenomenon in our south, which is also a favorable factor for learning this course.

? Third, oral teaching methods

? 1, information collection method:

? It is clearly pointed out in the "new curriculum standard" that students should have "the ability to collect information initially". One week before class, I asked the students to pay attention to the change of the weather. If it rains, they should observe it carefully in time, so that students can observe it attentively. With intuitive understanding, they can better understand the author's feelings in class.

? 2. Situational teaching method:

? The second-year students are young and mainly think in images. Therefore, I created a vivid and attractive scene in the teaching process. Psychology also shows that when the stimulus is vivid and new, it can leave a deep impression on students' short-term memory and may also change their growing memory. In class, I will use multimedia teaching methods and modern teaching methods to let students enjoy the vivid scenes before, during and after the rain.

? Fourth, the methods of speaking and learning

? 1, reading comprehension:

? The new curriculum standard points out that students are the main body of learning. In teaching, teachers' analysis cannot replace students' reading practice. Cherish students' unique feelings. Reading is also the most commonly used method in lower grade teaching. Students accumulate in reading, feel in reading and form a sense of language in reading. The language in this class is concise and vivid, and students should feel it while reading.

? 2, cooperative inquiry method:

? The New Curriculum Standard clearly points out that the single, passive and acceptable learning mode should be changed into cooperative, active and inquiry learning mode. The text of Thunderstorm is clearly divided into three parts: before rain, during rain and after rain, so I will organize the whole class to study the first part, and then organize students to study and explore the second and third parts in groups.

? Fifth, talk about the teaching process.

? 1. Set the scene and feel the beauty of the rain:

? The teaching practice shows that if students are interested in learning objects, they can consciously eliminate the interference of various factors and psychological factors, actively concentrate on learning and regard learning as a pleasant enjoyment. Before class, I will play all kinds of rainy scenes to guide students to experience all kinds of rain, including Mao Mao rain, downpour and dripping sound. Let the students have a perceptual knowledge first, and then introduce the text "Thunderstorm" we are studying.

? 2, know the new words, clear structure:

? Students read the text by themselves, and then read it in cooperation, that is, each student in the same position reads a natural paragraph by name, corrects each other and learns from each other. This is the correct way to read fluently and correctly. Students can only talk about their experience and read aloud with emotion after reading through the text.

? 3. Enjoy reading and feeling, experience feeling:

? Show the students the part before the rain again. There are many words to understand in this part, which is difficult for students to understand, especially these words: dark, down, hanging and hanging. Let the students read the text freely and emotionally, find out their favorite sentences and talk about their experiences. If students can't understand these words, I will continue to explain them with wall charts and courseware.

? 4. Explore cooperation and exchanges:

? After learning the first part, I asked the students to study the second and third parts in groups of four during and after the thunderstorm, and then I asked the students to report what you had learned. Senior two students compare their grades, and I believe they can tell what they have gained after cooperative learning. This kind of treatment can save the teacher's complicated words, sentences and paragraphs to analyze and tell, and can really be returned to students in class.

? 5. After tasting the words and sentences, let the students read aloud with emotion and experience the magic and beauty of nature.

? 6. The expansion of the classroom:

? Let the students talk about the weather he has observed these days. Let the students talk. Then write down what you said.

Teaching manuscript of Thunderstorm?

? In the hot summer, the sun is like fire, and a thunderstorm brings a little coolness. Thunderstorms add a lot of fun to our lives. Thunderstorm is a course of reading pictures and learning literature. This paper describes the natural scenes before, during and after a thunderstorm with concise words. I will talk about this lesson from three aspects:

? textbook

? The teaching objectives of this lesson are:

? 1, will recognize the four new words "pressure, chaos, vertical and rainbow" and write a new word "vertical".

? 2. Read the text with emotion, fully feel the scene before and during the thunderstorm, and initially perceive the scene after the thunderstorm.

? 3, contact life, cultivate students' awareness of observing weather changes.

? The teaching focus of this lesson is: feel the scene before and during the thunderstorm.

? The teaching difficulties of this lesson are: contact with life perception and read aloud the descriptions before and during the thunderstorm.

? Say process

? The lesson "Thunderstorm" describes the changes of scenery during a thunderstorm in summer. For the teaching presupposition of this class, I preset four teaching links. The first step is to introduce and organize the learning of new words. The second part organizes students to read the text for the first time and divides the text into three parts: before the thunderstorm, during the thunderstorm and after the thunderstorm. After reading the text for the first time, let the students enjoy some pictures before and after the thunderstorm, and then grasp the words "dark clouds, strong winds, lightning, thunder, rainstorm and rainbow" tightly. Through guidance, let the students arrange "thunder, dark clouds, rain, strong wind, rainbow and lightning" in order, so that students can have a clearer understanding of the whole process of thunderstorm. On this basis, guide the students to read through the whole text and divide the text into three parts according to the order before and after the thunderstorm. The third and fourth links are a detailed interpretation of each part, leading students to grasp some other scenery and some classic words in the text, such as "pressure, drooping" and "it's raining harder ……" to appreciate and understand the full text. This design greatly reduces the difficulty for students to understand the text and makes their thinking clear.

? A statement

? In the teaching of this class, I use the method of combining pictures and reading articles to inspire students' imagination and guide them to feel the characteristics of thunderstorms. Try to embody the teaching method under the new curriculum concept, pay attention to the cultivation of autonomous learning ability, and let students explore literacy independently, check at the same table and read aloud in various forms, so as to gain something and experience the happiness of learning. In teaching, I designed the following links:

? 1, easy to read. Because there are not many new words involved in this paper, there are only four, and the four new words "pressure, chaos, vertical and rainbow" are relatively simple to remember, and you can remember them by adding one or subtracting one from the learned new words. Therefore, in the literacy section, I have less time. In the form of "one reading, two speaking and three reading", let the students say how to remember by reading the pronunciation, and then read the related words. So as to put more time into the understanding of the text.

? 2, graphic combination, reading comprehension. There are two illustrations in this textbook. On this basis, I added several close-up pictures about dark clouds, lightning, rain and rainbows, trying to help students understand the text with vivid pictures. For example, after reading the text for the first time, I arranged for students to show a group of pictures before and after a thunderstorm. After enjoying the pictures, let the students talk about what they see, so as to sort out these scenes and clarify the context of the text, and divide the text into three parts: before the thunderstorm, during the thunderstorm and after the thunderstorm. Another example: the word "dark" in the first paragraph of the text is not easy for students to understand. Let the students know that the clouds before the thunderstorm are dark and thick, so they look "black". In short, using multimedia courseware to reproduce.

? The situation during the thunderstorm is related to the students' life experience, which deepens their understanding. On the basis of understanding, reading aloud in various forms can promote understanding.

? 3. Guide imagination and deepen experience. Through imagination, deepen students' understanding of the scenery before and after the thunderstorm. Ask the students to imagine while reading the text, "What do you seem to see, hear and smell?" Let the students think while reading, and then watch the courseware on the basis of their own feelings. Instead of using graphic text. For example, after reading "... the leaves don't move, and the cicada doesn't bark." There is also the sentence "... the spider hung down from the internet and escaped", which leads students to imagine and discuss "why don't the leaves move and why don't the cicadas bark?" "What would you do if it were you?" And "the spider has escaped." Where could he have gone? " The study of a series of problems made the students feel the sultry weather at this moment.

? 4. Experience enlightenment and practice calligraphy. This article is very accurate and vivid in terms of words and expressions, which deserves careful understanding. In teaching, I arouse students' intuitive understanding of words in various forms and appreciate the subtlety of these words. For example, the word "pressure" in the sentence "Dark clouds are falling all over the sky" is very clever. How did the dark clouds fall from the sky? I showed the image and asked: ① How to understand the word "stress" from the image? How do people feel when the dark clouds in the sky are so close to the ground? After training, students will not only understand the specific meaning of the word "stress", but also try to figure out people's feelings at that time. Another example is the sentence "Spider hangs from the Internet ……". By guiding students to change the word "vertical", that is, looking for synonyms, we can correctly interpret the understanding of the word "vertical". Another example is "It's raining harder and harder. Looking out of the window, the trees and the house can't be seen clearly. " "The more ... the more ..." This sentence is very accurate. In teaching, I guide students to listen to the rain while looking at pictures. Students naturally realize that the rain is slowly changing from small to large, so they will say many sentences of "more … more …". And practice to deepen the understanding of the first part of the text (that is, the understanding before the thunderstorm) by saying "the cloud is changing () the wind is changing () the lightning is changing () the thunder is changing () ...". It can be seen that students will naturally learn interesting words and use them correctly through close contact with visual and auditory effects.

? Write on the blackboard.

? The blackboard design of this lesson is divided into three aspects: before thunderstorm, during thunderstorm and after thunderstorm. Then, when reading the text intensively, arrange it separately and write it on the blackboard. There are dark clouds, strong winds, lightning and thunder before the thunderstorm; During a thunderstorm, the rainfall changes from small to large and from large to small. The whole blackboard writing is concise and clear.

? Teaching draft of Thunderstorm

? I said that the content of the class is thunderstorm, so I will talk about two small topics.

? Small topic:

? 1. How to solve the inefficient or ineffective behavior in classroom lead-in?

? 2. How to solve the inefficient or ineffective behavior in teacher-student interaction?

? First of all, talk about textbooks.

? "Thunderstorm" is the standard experimental textbook of compulsory education curriculum, the second volume of Chinese (People's Education Edition), lesson 18. In this paper, different natural scenes before thunderstorm, during thunderstorm and after thunderstorm are described in concise, natural and plain language. The text is divided into three parts according to three different time periods. Although the length is relatively short, the content of the article is vivid and the text is beautifully illustrated, which is more suitable for students in the lower stage, so that students can learn to observe and increase the fun of life by learning this article. In unit training, it is suggested to study this group of texts, which can guide students to understand the content and taste beauty in repeated reading.

? Second, talk about learning.

? Although students are young, thunderstorms are a common natural phenomenon in summer. Careful students will tell some characteristics of thunderstorms. In order to make students feel the whole text and enjoy the fun of multimedia courseware, vivid pictures of text situations and natural scenery changes before, during and after the thunderstorm can be displayed. The rumble of thunder and the sound of rain make students feel immersive and feel the changes of natural scenery before and during the thunderstorm.

? Thirdly, talk about teaching objectives, teaching emphases and difficulties.

? According to the concept of "new curriculum standard" and the actual situation of students, I have drawn up the learning objectives of this lesson:

? 1, cognitive goal: can recognize 4 new words and write 12 new words.

? 2. Skill goal: read the text correctly, fluently and emotionally. Show different scenes before and after thunderstorm through sound.

? 3, emotional goals: interested in observing the weather, can write an observation diary.

? The teaching focus of this lesson is:

? 1, read and write.

? 2. Read the text aloud and imagine different scenes before, during and after the thunderstorm.

? The teaching difficulties of this course are:

? 1, read the text with emotion and imagine the thunderstorm scene at different times.

? 2. Accumulate and expand, and keep an observation diary.

? Fourth, talk about teaching methods:

? According to the above teaching objectives, combined with two small topics, I mainly adopted three teaching methods:

? 1, creating situational teaching;

? In the classroom, creating certain situations can cultivate students' interest in learning Chinese, concentrate their attention, inspire students to think and solve problems from a multi-dimensional perspective, expand students' thinking space, enrich students' thinking methods, and let students participate in the whole process of classroom teaching, thus satisfying students' desire to explore and express. The determination of this teaching method can not only solve the inefficient behavior in classroom introduction, but also solve the inefficient behavior in teacher-student interaction and implement small topics.

? 2. Read your imagination aloud;

? According to the age and thinking characteristics of students, with the help of their life experience, I read the text independently with students as the main body. Through reading, students have face-to-face contact with the text, taste the original language of the text and cultivate students' sense of language; Through reading, the standard language of the text is stored in the students' minds. Students learn, read and feel the language as if they were in a thunderstorm. Students unconsciously understand language, feel language and accumulate language.

? 3. Cooperative learning between teachers and students.

? Grade two students need teachers' help in their studies. In teaching, I use the method of teacher-student cooperation to guide students, and on the basis of guidance, cultivate students' autonomous learning and perception ability. It can also solve the inefficient behavior in teacher-student interaction.

? V. Expressing the teaching process and design intention

? (1) Import:

? 1. Last class, we met the most powerful member of the rain family: thunderstorm (the courseware showed the animated scene of thunderstorm).

? This class gives us a deeper understanding of thunderstorms. (blackboard writing topic)

? 2. Courseware plays text and reads animation. Listen and recall the order in which the text describes the thunderstorm.

? Blackboard writing: before thunderstorm (1-3), during thunderstorm (4-6) and after thunderstorm (7-8)

? Intention:

? 1, this link is imported by using animation scenes to attract students' interest in learning.

? 2. Review the introduction of new lessons, so that students can quickly enter the learning state and solve the inefficiency in the introduction of new lessons.

? (b) Show the courseware of this course.

? (1) Know and write the new words in this lesson.

? (2) Have feelings to read the text, and can imagine different scenes of thunderstorms at different times.

? (3) Expand practice and write an observation diary.

? Intention:

? This section shows the learning objectives so that students can understand what they have learned in this lesson and enter the learning state more quickly.

? (3) Read aloud:

? 1. Read the text silently and draw the scenery before the thunderstorm.

? The courseware shows the pictures before the thunderstorm:

? (1) The sky is full of dark clouds.

? Guide the students to read aloud, feel the wonderful use of pressure, feel the heavy pressure of dark clouds. )

? (2) The leaves on the tree don't move, and the cicada doesn't make any noise.

? Suddenly, a strong wind blew the branches in a mess. A spider hung on the net and ran away.

? Guide the students to read aloud, experience the sudden wonderful use and feel the urgency of the wind before the rain; Experience the wonderful use of hanging and feel the fear of spiders. )

? (4) The lightning is getting brighter and the thunder is getting louder and louder.

? Use the sound button to indicate the change of sound.

? Guide students to experience the wonderful use of yue … yue … sentence pattern in reading aloud and feel the changes of lightning and thunder. )

? When students communicate, the courseware displays in time:

? Dark clouds-strong winds-lightning-thunder

? Please read the paragraph in Thunderstorm.

? What are the highlights of student communication?

? Student exchange

? The courseware shows pictures and the sound of thunderstorms to help students imagine and understand.

? Instruct students to read aloud with emotion.

? Please look at the paragraph after Thunderstorm to see what scenes are described.

? (1) It's dawn. Open the window and fresh air will come to your face.

? The rain stopped. The sun came out. Rainbow hangs in the sky. The cicada cried. Spiders are sitting on the internet again. The pond was full of water and the frog cried.

? Guide the students to experience the wonderful use of hanging in reading aloud, and feel the rainbow hanging in the air like a ribbon, which is very beautiful; Experience the wonderful use of sitting and feel the leisure and happiness of spiders. )

? Students communicate and write on the blackboard;

? Sun, rainbow, cicada, spider, frog

? The courseware shows pictures of the scene after a thunderstorm to help students feel the beautiful scenery after the rain.

? What's your mood in the face of such beautiful scenery? Now show it with your reading aloud!

? Intention:

? 1. The design of this link uses the characteristics of multimedia to show students the scenes of thunderstorms in different periods, which is conducive to students' understanding of the text.

? 2. Let students communicate, which reflects students' autonomous learning ability. The timely guidance of teachers reflects the interaction and cooperation between teachers and students.

? 3. Teachers guide students to feel the use of keywords and phrases in reading, so as to promote understanding, implement learning objectives and solve the inefficient problems in student-student interaction.

? (4) Read aloud and imagine:

? 1, what a magical thunderstorm! Please imagine that you are a child in the picture. What's your mood in the face of thunderstorm? Show it by reading aloud!

? The courseware shows pictures of thunderstorms in different periods.

? Figure 1: The sky is overcast with lightning and thunder; The wind is whistling in the air, the rain is rushing, and the branches are scattered all over the floor; The children closed the window and enjoyed the rain.

? Figure 2: Blue sky and white clouds, rainbow hanging high, fresh air, tree-lined, children are ecstatic.

? 2. What part of the text do you like? Read your experience by reading aloud.

? 3. Let the students show and read aloud.

? The teacher read aloud.

? Teacher-student evaluation, teachers guide students to make a reasonable evaluation of others' reading.

? Intention:

? 1. Let students imagine reading aloud on the basis of the previous link, which will help students better understand the text and cultivate their reading ability.

? 2. Teachers and students choose their favorite parts to show and read aloud, and then discuss with each other to enliven the classroom atmosphere and solve the problem of inefficient student-student interaction.

? (5) Writing instructions:

? 1, courseware display 12 new words guide students to read.

? 2. The teacher writes "Color, Leap and Fall", prompting the writing essentials.

? The three strokes on the right of "color" are arranged up and down, the starting point should be on a vertical line, and the second stroke should be on the horizontal center line;

? "Yue" semi-closed structure, long when walking, do not write on the upper part; "Vertical" is wide in the middle and narrow at the upper and lower ends. The first stroke should be short and flat, and the following four horizontal lengths are different.

? 3, students write new words, teachers patrol, prompt writing posture.

? Intention:

? Writing in the second grade is the focus of teaching. The design of this link combines teachers' demonstration guidance with students' practice, so that writing teaching can be implemented, teaching objectives can be realized, and the spirit of curriculum standards can be implemented. Prompt writing posture and cultivate good writing habits. It solves the problem of inefficiency in teacher-student interaction.

? (6) class summary:

? 1, the teacher thinks that through the study of this class, the students have an understanding of thunderstorm. In fact, nature is a colorful picture with many magical scenes. Please be a conscientious person and appreciate her!

? Let's learn from the author and write a weather diary.

? Intention:

? The design of this link summarizes the knowledge learned in this lesson with refined language, and at the same time arranges tasks to give students room to expand and help students improve their Chinese learning ability. Achieved the teaching goal.

? Sixth, talk about blackboard design.

? 18 thunderstorm

? Before the thunderstorm (1-3), dark clouds, strong winds, lightning and thunder

? Thunderstorm (level 4-6) Rain and thunder-from big to small

? After the thunderstorm (magnitude 7-8), the sun, rainbow, spider, cicada and frog.

? Writing on the blackboard can intuitively reflect the key knowledge learned in this lesson and help students deepen their understanding.