Three articles about "Thunderstorm" teaching materials

? "Thunderstorm" teaching text

?1. Teaching materials

? "Thunderstorm" is a new curriculum of the People's Education Press Lesson 18 of the second volume of the second grade experimental textbook. This article is an old text, one of the few that has been preserved after the new curriculum reform. This group of texts is to show students the beautiful and magical natural scenes. On a hot summer day, the sun is like fire, a thunderstorm brings a burst of coolness, breathing the fresh air, admiring the beautiful rainbow, and hearing the crowing of frogs in their ears. , how comforting it is. This article uses concise and accurate words, and the language is beautiful and vivid. It is a very expressive article. It depicts for us the natural scenes before, during and after the thunderstorm.

?Based on the concept of "new curriculum standards" and the actual situation of students in my class, I formulated the learning objectives of this lesson:

?1. Cognitive objectives:

?Can recognize 4 new characters and write 12 new characters.

?2. Skill objectives:

?Read the text correctly, fluently and emotionally. Different scenes before and after a thunderstorm are expressed through sound.

?3. Emotional goals:

?Have interest in observing the weather and be able to write an observation diary.

?I am teaching the second lesson, and I have set the following learning goals:

?Be able to read the text correctly, fluently, and emotionally, and understand the words before the rain described in the text , in the rain, after the rain, the scene, feel the magic and beauty of nature.

?4. Teaching focus:

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

?5. Teaching difficulties:

?Understand the accuracy of key words in the text.

?2. Talking about students

?Second-grade students have the psychological characteristics of curiosity, exploration, and susceptibility to infection, and are easily attracted by new things. When teaching this lesson, students I can already speak a relatively complete sentence, and can experience and feel in the situation created by the teacher to reach the climax of emotion. At the same time, I have accumulated a lot of life materials related to this lesson, because in our south, thunderstorms It is a very common natural phenomenon, which is also a favorable factor for learning this lesson.

?3. Preaching method

?1. Information collection method:

?The "new curriculum standard" clearly states that students should have "preliminary collection Information ability. "One week before class, I asked students to pay attention to changes in the weather. If it rains, they should observe it more promptly and carefully, so that students can observe carefully and have an intuitive understanding. You can feel the author's emotions better.

?2. Situational teaching method:

?Second grade students are young and think mainly in images. Therefore, during the teaching process, I created a vivid and attractive scene. Psychology also shows that when the stimulus is vivid and novel, it can leave a deep impression on students' short-term memory and may also be transformed into long-term memory. In class, I will use multimedia teaching methods and modern teaching methods to let students appreciate the vivid scenes before, during and after the rain.

?4. Lecture method

?1. Reading aloud is the main focus:

?The "new curriculum standards" point out that students are the main body of learning. In teaching, teachers’ analysis cannot replace students’ reading practice. Value students’ unique feelings. Reading is also the most commonly used teaching method in lower grades. Students accumulate knowledge while reading, gain insights while reading, and develop a sense of language while reading. The language in this lesson is concise and vivid, and students should understand it while reading.

?2. Cooperative inquiry method:

?The "new curriculum standards" clearly point out that the single, passive, and receptive learning method must be changed into a cooperative, active, and inquiry-based learning method. The text "Thunderstorm" is clearly divided into three parts: before the rain, during the rain, and after the rain. Therefore, after organizing the whole class to study the first part, I will organize students to work in groups to study and explore the second and third parts.

?5. Talking about the teaching process

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

?The process of teaching practice shows that if students are familiar with the learning object If he is interested, he can consciously eliminate the interference of various factors and psychological factors, concentrate, take the initiative to learn, and regard learning as a pleasant enjoyment. Before class, I will play various rain scenes to guide students to experience different types of rain, including drizzle, heavy rain, and the sound of dripping rain. Let students have a perceptual understanding first, and then introduce the text "Thunderstorm" we studied.

?2. Recognize new words and clarify the structure:

?Students read the text by themselves, and then read cooperatively, that is, each student reads, names the paragraphs one by one, and corrects each other. , learn from each other, this is the way to read fluently and correctly. Only when students read the text thoroughly and smoothly can they talk about it and read with emotion.

?3. Appreciate reading and experience emotions:

?Show students the part before the rain again. There are many words to understand in this part, and it is difficult for students to understand. Especially these words: darken, press down, hang, droop. Let students read the text freely and emotionally, find their favorite sentences, and talk about their experiences. If students cannot understand these words, I will continue to use flip charts, courseware, and show explanations to students.

?4. Cooperation, communication and inquiry:

?After studying the first part, I asked the students to work together in groups of four to study the second and third parts, during and after the thunderstorm. , and then I asked students to report what did you learn? The second-grade students perform better than others, and I believe they can tell what they will gain from cooperative learning. This kind of processing can save the teacher the trouble of analyzing and describing each word, sentence, and paragraph, and truly return the classroom to the students.

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

?6. Extension of the classroom:

?Let students talk about the weather they have observed in these days. Let students talk about it. Then write down what you said. "Thunderstorm" Teaching Textbook

?

?On a hot summer day, the sun is like fire, and a thunderstorm brings a burst of coolness. Thunderstorms add a lot of fun to our lives. "Thunderstorm" is a literary lesson about looking at pictures. This article uses concise words to describe for us the natural scene before and after the thunderstorm. In this lesson, I will lecture from three aspects:

?Talking about the teaching materials

?The teaching objectives of this lesson are:

?1. Be able to recognize "pressure" Of the four new words ", chaos, hanging, rainbow", you can write a new word "hanging."

? 2. Read the text emotionally, fully experience the scene before and during the thunderstorm, and initially perceive the scene after the thunderstorm. .

?3. Connect with life and cultivate students’ awareness of weather changes.

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

?The teaching difficulty of this lesson is: to relate the perception of life and read the description before and during the thunderstorm emotionally

?The process of speaking

?Description of the lesson "Thunderstorm". The content is about the changes in scenery during thunderstorms in summer. For the teaching preset of this lesson, I have preset four teaching links. The first link is to introduce and organize the learning of new words. Divide 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 appreciate some pictures before and after the thunderstorm, and then firmly grasp the words "dark clouds, strong wind, lightning, thunder, rain, and rainbow." "These words, through guidance, let students arrange "thunder, dark clouds, rain, strong wind, rainbow, lightning" in order, so that students can have a clearer understanding of the entire process of thunderstorms. On this basis First, guide students to read through the whole text and divide the text into three parts in the order of before and after the thunderstorm. The third and fourth parts are to conduct a detailed interpretation of the content of each part, leading students to grasp other scenes and some classic words in the text. Words and sentences such as "press, hang" and sentences such as "the rain is getting heavier..." can be used to read the full text and understand the full text. This design greatly reduces the difficulty of students' understanding of the text and makes the ideas clear.

?Telling method

?In the teaching of this lesson, I use the method of combining looking at pictures and reading texts to inspire students' imagination and guide students to feel the characteristics of thunderstorms. It strives to embody the teaching methods under the new curriculum concept, focusing on the cultivation of independent learning ability, allowing students to independently explore literacy, work with deskmates to check, and read aloud in various forms, so as to gain gains and experience the joy of learning. In the teaching, I designed the following links:

?1. Simple literacy link. Since there are not many new characters involved in this article, there are only four new characters, and the four new characters "pressure, chaos, vertical, and rainbow" are easy to memorize. You can use the new characters you have learned to memorize them by adding one plus or subtracting one. Therefore, In the aspect of literacy, I use less time to teach students by reading the correct pronunciation, speaking the memorization method, and then reading the relevant words, that is, "read once, speak twice, and read again". This allows more time to be spent on understanding the text.

?2. Combining pictures and text to read aloud and gain insights. There are two illustrations in this textbook. On this basis, I added several close-up pictures of dark clouds, lightning, rain, and rainbows, trying to use vivid pictures to help students understand the text. For example, after reading the text for the first time, I arranged for the students to display a set of pictures before and after the thunderstorm. After viewing the pictures, I asked the students to talk about what scenery they saw, and then asked the students to sequence these scenery. Arrange them to 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 students know by looking at the picture that the clouds before the thunderstorm are very dark and thick, so they look "dark". In short, using multimedia courseware to reproduce the situation during a thunderstorm can connect it with students' life experience and deepen their understanding. On the basis of understanding, various forms of reading are used to promote comprehension.

?3. Guide imagination and deepen experience. Through imagination, students can deepen their understanding of the scenery before and after a thunderstorm. Let students imagine while reading the text, "What do you seem to see, hear, smell?" Make students think while reading, and then read the courseware based on their insights. Instead of using graphic text method. For example: when reading the two sentences "...the leaves were motionless and the cicada was silent." and "...the spider hung down from the web and escaped", guide students to imagine and discuss "Why the leaves did not move and why the cicada didn't." "Screaming?" "What would you have done if it were you?" and "Where might the spider have gone?" to help students understand the sultry weather at this moment.

?4. Experience enlightenment and practice words and phrases. This article is very accurate and expressive in its use of words and sentences, and is worth reading in detail. During teaching, I use various forms to arouse students' intuitive understanding of words and appreciate the subtlety of these words. For example: "The dark clouds all over the sky pressed down heavily." The word "press" is used very well in the sentence. How did the dark clouds all over the sky press down? I showed the image and then asked: ① How do you understand the word "pressure" from the picture? How do people feel when dark clouds in the sky press so close to the ground? After training, students will not only understand the specific meaning of the word "pressure", but also figure out how people felt at that time. Another example is the sentence "The spider hangs down from the web...", the understanding of the word "hang" can be correctly interpreted by guiding students to change the word "hang", that is, by finding synonyms. Another example is "The rain is getting heavier and heavier. When I look out the window, I can't see the trees or the houses clearly." The "more...the more..." is used very accurately. When teaching, I guide the students to look at the picture and listen to the rain. Through the sound, students will naturally realize that the rain changes slowly from small to heavy, and thus they can say a lot of sentences like "the more...the more...". And use the phrase "the dark clouds are getting more and more ( ) the wind is getting more and more ( ) the lightning is getting more and more ( ) the thunder is getting more and more ( )..." to deepen your understanding of the first part of the text (that is, the understanding before the thunderstorm). It can be seen that by closely connecting the visual and auditory effects and other methods, and on this basis to understand the words and understand the sentences, students will naturally learn it interestingly and use it correctly.

?Talking about blackboard writing

?The blackboard writing design for this lesson is divided into three aspects: before the thunderstorm, during the thunderstorm, and after the thunderstorm. Then when reading the text intensively, sort out and write on the blackboard that there are dark clouds, strong winds, lightning, and thunder before a thunderstorm; during thunderstorms, the amount of rainfall increases from light to heavy, and then from heavy to light. The entire writing on the blackboard is concise and well organized.

? "Thunderstorm" teaching script

?The content of my lecture is "Thunderstorm", and I will give a lecture around two small topics.

?Small topic:

?1. How to solve the inefficient or ineffective behaviors in teaching lessons

?2. How to solve the problems in the interaction between teachers and students inefficient or ineffective behavior.

?1. Teaching materials

?"Thunderstorm" is the 18th lesson in the second volume of the second grade of the standard experimental textbook Chinese (People's Education Press Edition) for the compulsory education curriculum. The text uses concise, natural and simple language to describe different natural scenes before, during and after a thunderstorm. 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 illustrations of the text are beautiful. It is more suitable for students in lower grades, allowing students to use this article as an opportunity to enter life and nature. Learn to observe and add joy to life. It is reminded in the unit training that studying this group of texts can guide students to understand the content and appreciate the beauty through repeated reading.

?2. Talk about academic sentiment

?Although the students are younger, thunderstorms are a very common natural phenomenon in summer. Attentive students will tell you some of the characteristics of thunderstorms. In order to enable students to perceive the full text as a whole, let students appreciate the multimedia courseware, showing vivid and realistic pictures of the text situation, and the changes in the natural scene before, during, and after the thunderstorm. The rumbling thunder and the crashing rain gave the students an immersive feeling and concretely felt the changes in the natural scene before and during the thunderstorm.

?3. Talk about teaching objectives, key points and difficulties in teaching

?Based on the concept of "new curriculum standards" and the actual situation of students, I formulated the learning objectives of this lesson:

?1. Cognitive goals: be able to recognize 4 new characters and write 12 new characters.

?2. Skill goal: read the text correctly, fluently and emotionally. Different scenes before and after a thunderstorm are expressed through sound.

?3. Emotional goals: Have interest in observing the weather and be able to write an observation diary.

?The teaching focus of this lesson is:

?1. Literacy and writing.

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

?The teaching difficulties of this lesson are:

?1. Read the text emotionally and imagine the scenes of thunderstorms at different times.

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

?4. Teaching methods:

?Based on the above teaching objectives and combining two small topics, I mainly use three teaching methods:

?1. Create situational teaching;

?In the classroom, creating certain situations can cultivate students' interest in learning Chinese and concentrate their attention. It can inspire students to use multi-dimensional perspectives to think and solve problems, and expand students' knowledge. Thinking space enriches students' thinking methods and allows students to participate in the whole process of classroom teaching, thereby satisfying their desire to explore and express. The determination of this teaching method can not only solve the inefficient behaviors existing in the introduction of lessons, but also better solve the inefficient behaviors existing in the interaction between teachers and students, and implement small topics.

?2. Read aloud to imagine and comprehend;

?According to the age characteristics and thinking characteristics of the students, I use the students’ life experience to carry out independent reading of the text with the students as the main body. Through reading, students have face-to-face contact with the text, tasting the original language of the text, and cultivating students' language sense; through reading, the standardized language of the text is stored in students' minds. Students learn, read, and comprehend the language as if they are in a thunderstorm. Unknowingly, students understand the language, perceive the language, and accumulate the language.

?3. Teachers and students cooperate in learning.

?Second-grade students need the help of teachers in their studies. In teaching, I use teacher-student cooperation methods to guide students, and cultivate students' independent learning and perception abilities on the basis of guidance. It can also effectively solve the inefficient behavior in teacher-student interaction.

?5. Teaching process and design intention

?(1) Introduction:

?1. In the last class, we initially got to know the most important person in the Yu family. A mighty member: Thunderstorm (the courseware shows an animated scene of a thunderstorm)

?In this lesson, let us have a deeper understanding of thunderstorms. (Blackboard writing topic)

?2. Play the text reading animation in the courseware, and recall the order in which the text describes thunderstorms while listening.

?Writing on the blackboard: Before the thunderstorm (1-3) During the thunderstorm (4-6) After the thunderstorm (7-8)

?Intention:

?1 , This link uses animation to create scene introductions to attract students' interest in learning.

?2. Review and introduce new lessons, allowing students to quickly enter the learning state and solve the inefficiency in introducing lessons.

? (2) The courseware shows the learning objectives of this lesson

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

? (2) Read the text emotionally and imagine different scenes of thunderstorms at different times.

? (3) Expand exercises and be able to write observation diaries.

?Purpose:

?This link provides learning objectives so that students can have an understanding of what they have learned in this lesson, so that they can enter learning faster.

? (3) Reading insights:

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

?The courseware shows pictures before a thunderstorm:

?(1) The sky is full of dark clouds, pressing down heavily.

? (Instruct students to read aloud to appreciate the magical effect of pressure, and feel the menacing, heavy, and oppressive dark clouds.)

? (2) The leaves on the tree did not move, and the cicada did not make a sound. No barking.

? (3) Suddenly a strong wind blew the branches swaying randomly. A spider dangled from the web and escaped.

? (Instruct students to read aloud to appreciate the wonderful effect of suddenness, to feel the urgency of the wind before the rain; to appreciate the wonderful effect of hanging, and to feel the fear of spiders.)

? (4) Lightning is coming more and more The brighter it gets, the louder the thunder gets.

?Use the sound knob to express the changes of the sound.

? (Guide students to experience the wonderful use of Yue... Yue... sentence patterns in reading aloud, and feel the changes of lightning and thunder.)

?Students communicate, and courseware is provided in a timely manner:

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?Dark clouds──strong wind──lightning──thunder

?2. Teacher, please read the passage in the thunderstorm

?What scenes are there when students communicate.

?Student communication

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

?Guide students to read aloud emotionally.

?3. Ask students to read the passage after the thunderstorm and see what scenes are described.

? (1) It’s dawn. Open the window and let the fresh air rush into your face.

? (2) The rain stopped. The sun is coming out. A rainbow hangs in the sky. The cicada chirped. The spider sat on the web again. The pond was filled with water and the frogs began to cry.

? (Instruct students to appreciate the wonderful function of hanging while reading aloud, and feel that the rainbow is like a ribbon hanging in the air, very beautiful; appreciate the wonderful function of sitting, and feel the leisure and happiness of spiders.)

< p> ?Student communication, writing on the blackboard shows:

?The sun, rainbow, cicada, spider, frog

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

?Facing such a beautiful scene, how do you feel? Now show it off with your reading aloud!

?Intent:

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

?2. Allowing students to communicate reflects students’ independent learning ability. Teachers provide timely guidance, reflecting the interaction and cooperation between teachers and students.

?3. Teachers guide students to feel the use of key words and words in reading aloud, promote understanding through reading, implement learning goals, and solve inefficiencies in student-student interaction.

? (4) Reading imagination:

?1. What a magical thunderstorm! Ask the students to imagine that they are the children in the picture. How do they feel when facing a thunderstorm? Show it with your reading!

?The courseware provides pictures of thunderstorms at different times.

?Picture 1: The sky is covered with dark clouds, with lightning and thunder; the wind roars in the sky, the rain pours, and the branches sway randomly; the children close the windows to enjoy the rain scene.

?Picture 2: The blue sky and white clouds, the rainbow hanging high, the air fresh, the trees green, the children were wildly surprised.

?2. What part of the text do you like? Read aloud to express your feelings.

?3. Ask students to read aloud.

?Teacher reading aloud

?Teacher-student review, the teacher guides students to make reasonable evaluations of others' reading aloud.

?Intent:

?1. Let students imagine reading aloud based on the learning in the previous link, which will help students better understand the text and also cultivate students' reading aloud. ability.

?2. Teachers and students choose their favorite parts to display and read aloud, and then discuss them together to activate the classroom atmosphere and solve the inefficiency of student-student interaction.

? (5) Writing guidance:

?1. The courseware shows 12 new words and guides students to read them.

?2. The teacher's model writes "color, jump, and drop" to remind you of writing essentials.

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

?"Yue" For a semi-encircled structure, the first stroke should be written as "stretch" or "longer", and the upper part should not be written as "hanging"; the "hang" is wide in the middle and narrow at the top and bottom. The first stroke should be short and flat, and the four horizontal strokes below are different in length.

?3. When students write new words, the teacher inspects them and reminds them of their writing postures.

?Intent:

?Writing is the focus of teaching in the second grade. The design of this link combines the teacher's demonstration guidance with students' practice to make writing teaching practical and achieve teaching objectives and implement the spirit of the curriculum standards. Prompt writing posture and cultivate good writing habits. It solves the inefficiency existing in teacher-student interaction.

? (6) Class summary:

?1. The teacher believes that through the study of this class, the students will have an understanding of thunderstorms. In fact, nature is a colorful place. There are many magical scenes in the picture scroll. Please be a caring person and appreciate her!

?2. Let us learn from the young author and write a weather diary.

?Intent:

?The design of this link summarizes the knowledge learned in this lesson in concise language and assigns tasks to give students room for expansion and help students improve their language learning. ability. The teaching objectives were implemented.

?6. Blackboard design

?18 Thunderstorm

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

?During a thunderstorm (4-6) the sound of rain and thunder - from loudest to smallest

?After a thunderstorm (7-8) the sun, rainbow, spider, cicada, frog

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