Reflections on the High-quality Teaching of Chinese Thunderstorm in Senior Two.

1. Guide students to know four new words and write 12 words; Read the text accurately and fluently.

2. Guide students to read the text correctly, fluently and emotionally, understand the content of the text, understand the meaning of each sentence and paragraph, and understand the natural scene before, during and after the thunderstorm.

3. Cultivate students' ability of observation and imagination through the combination of pictures and texts.

[Key and Difficult Points]

1. teaching emphasis: combine pictures and texts to guide students to understand the characteristics of natural scenes before, during and after thunderstorms.

2. Difficulties in teaching: Instruct students to express the natural phenomena and characteristics before, during and after a thunderstorm with accurate words.

[Curriculum]

2 class hours

[Teaching process]

first kind

First, contact life, revealing the topic

Thunderstorms often occur in summer afternoons. Can you tell me something about thunderstorms? After affirming students' experience, teachers reveal topics and arouse students' interest in exploring the content of the text. )

Students can tell the basic characteristics of thunderstorms: lightning, thunder, it's getting dark, and they are afraid of thunderstorms in summer. But some students don't know much about lightning. I think thunder is not sound, you should listen with your ears, and lightning is seen with your eyes.

What's the difference between thunderstorm and spring rain?

Students can tell the difference between spring rain and thunderstorm: the spring rain is very thin and it rained for several days.

Second, read the text for the first time and learn words by literacy.

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

Some students don't know each other? Cicada? Come up and ask the teacher.

2. Show the words on the screen.

) Spider cicada hangs down under the rainbow, dark, fresh, bright and louder. )

There are students? Gradually? Read it? Chop? Because the glyphs are similar.

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

(1) Press-press; Dark clouds filled the sky and the darkness came down.

(2) Chaos-chaos; Suddenly, a strong wind blew and branches were scattered all over the floor.

(3) hanging down-hanging down; A spider hung on the net and ran away.

(4) rainbow-rainbow; Rainbow hangs in the sky.

Some students only found half of the sentences when they were looking for them, but they were quickly reminded or supplemented by other students. For life? Rainbow? Read it? Color? Therefore, students can read a word to confirm whether they really know it or not when advocating that words are inseparable from words and sentences. Therefore, this kind of practice can effectively test students' ability to read and use words.

4. Learn to memorize glyphs and consolidate literacy in combination with your own life and reading practice.

Show the new words, let students observe the characteristics of these words, and then read them in different ways. Like remembering by action? News? Hang it down? ; Remember by association? Chaos? ; Contact your own observation and imagine a small tree lying in the wind to remember? Chaos? Words. ) remember by radical method? Rainbow? .

5. 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.

6. Writing instruction.

(1) Observe the font and find it through communication. For example:? Stress, escape? Are they all semi-enclosed? Run away? It's next to the sidewalk. Yue? It's beside the word; ? Hang it down? The middle of the word is wide and the upper and lower ends are narrow.

(2) Demonstration and explanation. ? Color? The one to the right of the word? Three tricks? Arranged up and down, the starting point should be on a vertical line, and the second starting point should be on the horizontal midline; Next to the word worm Flat mouth? Upper width and lower width; ? Found it? Write slender next to the word worm in the word; ? Hang it down? The apostrophe at the top of the word should be short and flat, the horizontal line at the bottom should be lengthened gradually, and the last horizontal line should be shortened.

(3) Let the students write each word first, then compare and summarize it, so that the second time is better than the first time.

Third, read your feelings aloud and sort out the context.

1. Read the text in sections.

2. The teacher guides reading. (Before the thunderstorm: There are dark clouds all over the sky? Leaves on the tree? A sudden gust of wind? Whoa, whoa, whoa. Is it raining? Has the rain 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.

Considering the age characteristics of senior two students, I didn't ask them to mark the book. Students have different views on whether the third natural segment belongs to before or during a thunderstorm. Teacher's Tip: Go back to the thunderstorm before it rains; When it rains, it walks after a thunderstorm, so it walks before the thunderstorm. Students in the sixth paragraph also have objections, because of the thunderstorm or after the thunderstorm. Later, the students corrected themselves. Just because the rain stopped, it didn't mean it stopped. Therefore, we can only return to the thunderstorm.

4. Listen to the text and read it aloud.

Students' feelings: It's really like a thunderstorm! Thunder is real!

Fourth, expand

1. Words describing rain.

2. Ancient poems describing rain.

3. Sentences describing rain.

A large number of words, ancient poems and sentences are provided here to prepare students' homework for the second class and collect words and sentences describing thunderstorms.

Five, the blackboard design

18 thunderstorm

Before, during and after a thunderstorm.

( 1-3) (4-6) (7-8)

The new word Tian Zige wrote: The more you run away, the more color you lose.

Although there was only one class, I spent two classes, because the second class was about to start, so I asked the students to read it through.

Second lesson

Teaching objectives:

1. Read the text correctly and fluently.

2. Understand the content of the text, imagine the natural scenes before, during and after the thunderstorm, and cultivate students' ability to observe natural phenomena in a certain order.

3. Can describe the beautiful scenery after the rain.

First, review and check.

1. Review the words.

Teacher: In this class, we will continue to learn 18 lesson Thunderstorm. In last class, we learned new words and phrases, and the children studied them carefully. Now let's read it!

Read everyone's names at once

Spiders, cicadas and rainbows are coming down. They are hanging down, dark, fresher and brighter, louder and louder.

2. A thunderstorm with several scenes. Do you remember the order in which the little writer wrote about rain?

(blackboard writing: before, during and after the rain)

Today, let's go into the text and observe the thunderstorm carefully. Please open the text and read it. Watch your favorite parts several times.

Part I: Before a thunderstorm

Please stand up and read before the thunderstorm. (Showing courseware: Related paragraphs before thunderstorm)

Second, tell me why you like reading before a thunderstorm.