The Teaching Process of Thunderstorm Fan Wenxuan

? Teaching draft of Thunderstorm

? First of all, talk about textbooks.

? Thunderstorm is 18 in the second volume of the second grade

The Teaching Process of Thunderstorm Fan Wenxuan

? Teaching draft of Thunderstorm

? First of all, talk about textbooks.

? Thunderstorm is 18 in the second volume of the second grade of the new curriculum textbook of People's Education Press. This article 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: 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. I teach Class Two, and I have set the following learning goals: I can read the text correctly, fluently and emotionally, I can describe the scenes before, during and after the rain, and I can feel the magic and beauty of nature.

? 4. Teaching emphasis: read the text correctly, fluently and emotionally, and experience the accuracy and vividness of words and sentences in the text.

? 5. Teaching difficulty: understanding the accuracy of key words 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:

? 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. Classroom extension: Let students talk about the weather they have observed in these days, and let students talk about it. Then write down what you said.

Teaching manuscript of Thunderstorm?

? First of all, talk about textbooks.

? The text Thunderstorm describes different natural scenes before, during and after a thunderstorm with concise, natural and simple language. Students are familiar with the scenes before, during and after a thunderstorm. The text is illustrated with pictures and texts. Although the length is short, the content of the article is vivid and students are willing to accept it. On the basis of fully excavating students' life experience in teaching, we use multimedia combined with classroom teaching environment to create vivid, vivid and infectious text scenes, read articles in various forms, and feel the different characteristics before, during and after a thunderstorm. Let students take this article as an opportunity to enter life, nature, learn to observe and increase the fun of life.

? Second, talk about learning.

? My education target is senior students with mental retardation, and I have a rich perceptual knowledge of thunderstorms in my life. Students with good oral English have been able to tell some characteristics of thunderstorms in summer. In addition, combined with the learning characteristics and thinking mode of students with mental retardation, children with mental retardation often have a strong interest in visual situations. Create a situation to awaken students' life experience, so that students can feel immersive and deeply feel the changes of natural scenery before and during the thunderstorm.

? Third, the design concept of this class

? "Chinese Curriculum Standard" points out: "Chinese is a mother tongue course, and learning resources and practical opportunities are everywhere." Third-grade deaf students have rich perceptual knowledge of thunderstorms in their lives. Therefore, in the presupposition of this lesson, by creating vivid situations, we can awaken students' life experience, organically combine text learning with students' life, and guide students to actively feel the language, experience emotions and develop their personality.

? Fourth, talk about teaching objectives.

? According to the Chinese Curriculum Standard, combined with the teaching requirements of this group of textbooks, the content and characteristics of this lesson, and the analysis of the learning situation, the teaching objectives are as follows:

? Knowledge and skills:

? 1, accumulate related words, some can read and some can write.

? 2. Read the text correctly and emotionally, and read the scenes before, during and after the thunderstorm with different intonations.

? 3. Feel the scenery changes before, during and after the thunderstorm.

? Process and method:

? Guide students to observe and feel the changes of natural scenery before, during and after the thunderstorm.

? Emotions and values:

? Make students form the habit of observing things carefully and inspire them to love nature and life.

? Teaching emphases and difficulties: literacy, writing and correct reading. Feel the changes of natural scenery before, during and after the thunderstorm.

? I teach the second class, and I set the following teaching objectives:

? 1, read and understand related words, and be able to imitate sentences in the text, and speak sentences in combination with practice.

? 2. Read the paragraph 1-6 correctly and sensibly, and feel the changes of scenery before and during the thunderstorm. (A) 3

? 1, read and understand related words under the guidance of the teacher.

? 2. Under the guidance of the teacher, you can read paragraph 1-6 of the text correctly and have a simple understanding of the natural scene before and during the thunderstorm.

? Abide by classroom teaching discipline, do not affect others, and gradually cultivate the consciousness of integrating into the classroom. (category c)

? Starting from students' psychological characteristics and learning characteristics, combined with the content of teaching materials, the teaching focus is to read correctly and emotionally and experience different scenes before and during the thunderstorm. The difficulty in teaching lies in understanding the changes of scenery before and during thunderstorm.

? V. preaching the law

? 1, Situational Teaching Method:

? According to the teaching content and students' characteristics, by creating certain situations, students' interest in learning Chinese can be stimulated and their attention can be concentrated. If the psychological surface stimulation is vivid, it will leave a deep impression on students' short-term memory, which is likely to be transformed into long-term memory. Thunderstorm is an image in students' life memory. The combination of multimedia creates a teaching atmosphere, a vivid, vivid and infectious learning situation, and integrates the training of language ability, observation ability, imagination ability and thinking ability, which stimulates students' learning interest and active exploration and improves teaching efficiency.

? 2, reading aloud-imagination (memory)-feeling:

? According to students' age and thinking characteristics, fully awaken students' life experience and guide students to read the text aloud. Through reading, let students touch the text face to face, taste the original language of the text, let students understand it, recall their own imagination, and feel the changes of natural scenery before and during the thunderstorm. Students unconsciously understand language, feel language and accumulate language.

? Sixth, talk about the teaching process.

? (A) life introduction, awakening life experience

? First, show the illustrations of the text (in Thunderstorm) to guide students to observe, recall and express. What's wrong with the sky? What's it like? ..... (Middle school students with mental retardation have rich perceptual knowledge about thunderstorms in their lives. The design of this link is introduced from life, which fully awakens students' life experience, reduces learning difficulty and stimulates learning interest. )

? (B) create a situation to stimulate interest

? In order to let the students perceive the process change of Thunderstorm as a whole, the teacher read the text with full voice and emotion (about three times), and guided the students to observe the situation presented by the courseware (note: time for students to appreciate and feel). For example, I read that "the sky is full of dark clouds, dark and heavy." While reading vividly, the teacher guides the students to observe the dark clouds in the sky and inspires them to feel the dark clouds all over the sky. This fully activates students' vision and hearing, promotes the development of students' thinking activities in images, and stimulates students' strong interest in learning texts. Finally, you can leave some time for students to say, see, listen and feel. The training of language ability, observation ability, imagination ability and thinking ability is integrated to stimulate interest and improve learning efficiency.

? (C) the experience characteristics of intensive reading comprehension

? Reading is not only the goal of Chinese teaching, but also an important method and means. Adhering to the reading-oriented design effectively highlights the purpose and hierarchy of reading and embodies the leading role of teachers. Let students clear their minds and feel the language and feelings in various forms and times of reading activities, which enriches students' cognition and experience. Therefore, on the basis of students' initial perception of the text content, we should grasp the key words to guide students to read aloud and feel the changes of the scenery before and during the thunderstorm. For example, in guiding reading, the dark clouds all over the sky are dark and heavy. When the leaves on the tree don't move, cicadas don't call. Guide students to grasp the characteristics of several natural scenery such as "dark clouds-darkness", "leaves-immobility" and "cicadas-don't call" to understand reading aloud, and combine the scene pictures to understand the characteristics of the scenery before a thunderstorm. Another example is reading "The lightning is getting brighter and the thunder is getting louder and louder." Grasping the courseware of "brighter and louder" in this sentence, I realized that lightning is brighter every time, and thunder is louder and harsher every time. And try to use "more and more" to say this sentence with life examples.

? Seven. homework

? 1. Draw a picture of "before the thunderstorm" or "in the thunderstorm" that you see or imagine.

? 2. Read 1-6 correctly and emotionally.

? Eight, say blackboard writing

? The blackboard design of this lesson: before thunderstorm, during thunderstorm and after thunderstorm. Then when reading the text intensively, sort out the key words and write them on the blackboard. Before the thunderstorm, there were "dark clouds, leaves, cicadas, strong winds, spiders, lightning (brighter and brighter) and thunder (louder and louder)"; During a thunderstorm, the rain (the rain is getting heavier and heavier) and the house (unclear) are getting smaller and smaller. This kind of design is clear at a glance, so that students can clearly understand some changes of natural scenery before and during the thunderstorm. On the other hand, it is convenient to guide students to repeat the learning content in a certain order in the summary session, which not only consolidates the learning content, but also deepens the impression.

Teaching manuscript of Thunderstorm?

? Teaching objectives:

? 1. I can 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 feel the scene after the thunderstorm. Use "Yue"

? ____

? The more _ _ _ _ "and" gradually "say this sentence.

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

? Teaching emphasis: feel the scene before and in the thunderstorm.

? Difficulties in teaching: read the descriptions before and in the thunderstorm with emotion in connection with life sentiment.

? first kind

? First, reveal the theme and perceive the text as a whole.

? 1. Students, do you like riddles? Teacher, there is a riddle here.

? There is a man with a big temper, so count the angry ones in.

? Angry and shouting, accompanied by a series of tears.

? (Pay attention to a natural phenomenon)

? What we are going to encounter today is a thunderstorm. (Blackboard writing thunderstorm)

? Have the children ever seen a thunderstorm? What is the thunderstorm you have seen?

? In what season do thunderstorms usually occur? (Summer afternoon)

? A child wrote an article about the thunderstorm he observed. Today, let's walk into lesson 18 and watch the thunderstorm with this child.

? Second, read the text for the first time and be literate.

? 1, read the text by yourself, mark the natural paragraph number, try to read the pronunciation correctly, read the sentences well, and read the difficult sentences several times.

? 2, learn the new word "pressure, chaos, vertical, rainbow."

? (1) Look at the words by train. (With Pinyin, without Pinyin)

? (2) contact the sentences in the text to consolidate literacy. For example:

? Dark clouds filled the sky and the darkness came down.

? Suddenly, a strong wind blew and branches were scattered all over the floor.

? A spider hung on the net and ran away.

? Rainbow hangs in the sky.

? Third, read the text again and make clear the structure of the article.

? 1, please read the full text in turn in the natural paragraphs.

? This text is read fluently. Now let's have a look. In addition to eight paragraphs, there are two pictures in the text. What do these two pictures depict respectively? (Health: During and after a thunderstorm)

? 3. Did you paint a picture of when? (Health: Before Thunderstorm)

? The teacher immediately wrote on the blackboard: before the thunderstorm, during the thunderstorm, after the thunderstorm.

? 4. Read the text silently and think about the natural paragraphs that describe the thunderstorm before, during and after. Read the text silently and try to divide the three parts that describe "before thunderstorm-during thunderstorm-after thunderstorm". )

? Fourth, learn the scene before the thunderstorm in the natural section of 1-3.

? Son, nature is beautiful. Before the thunderstorm, many changes will take place in nature.

? 1. Read for free 1-3 The natural paragraph describes the scenery before the thunderstorm. Imagine while reading a book, what is the scene before the thunderstorm?

? How do you feel after watching the scene before the thunderstorm?

? Student communication: It's terrible, it's terrible. ...

? Did you read this feeling from that sentence?

? (1) "The dark clouds in the sky are dark and heavy."

? Grasping the experience of "darkness" and "pressure" is clouded. What else is darkness? "Who can do a pressing action?" )

? The teacher asked: now the sky is full of dark clouds, which makes you breathless. How do you feel?

? Who can read it again? -Read it together.

? (2) After all the students finished reading, the teacher said: Yes, before the thunderstorm, the clouds were gathering and the earth was dark. All the children were afraid, even the leaves and cicadas were like us.

? Introduction: "The leaves on the tree (motionless) cicada (don't cry. )"

? How do you feel? There was no wind before the thunderstorm, and it was sultry and quiet.

? There was no wind before the thunderstorm. The weather is stuffy and hot. Fan Du-really quiet-read books together.

? (3) Before the thunderstorm, the weather was sultry and there was no wind. What's wrong with the weather?

? Know how to read the sentence aloud: "Suddenly, a strong wind blew the branches everywhere."

? What is "chaos"? Do the action. Have you ever seen the wind blow branches around? You can compare it. )

? What else happens when it's windy?

? Students read with emotion after speaking.

? (4) In such a strong wind, even spiders-"Spiders hung down from the Internet and ran away." Grasp "vertical" reading experience. )

? Yes, spiders also know that a thunderstorm is coming, and they are very scared. She quickly pulled a silk, hung it down and ran away.

? Who will be the frightened spider and call the roll for the students to read?

? After the gale, there was lightning and thunder.

? Quote: "Lightning is getting brighter and thunder is getting louder."

? (word and sentence training)

? Experience the vivid image of "Yue _ _ _ _ Yue _ _ _". (reflecting a process from weak to strong)

? Students use "_ _ _ _ _ _ _ _ _ _ _ _ _ _ _" to say sentences. (in full)

? Transition: The students speak better and better.

? 4. The natural paragraph of the text 1~3 describes the scene before the thunderstorm. In fact, every paragraph is telling us a natural phenomenon before the rain. Can you describe it in one word?

? The first paragraph: Dark clouds are gathering.

? The second paragraph: The wind is blowing hard.

? The third paragraph: lightning and thunder

? In fact, before it rains, there are other phenomena besides cloudy sky, strong wind, lightning and thunder, which also indicate that it will rain.

? Tip: ① Swallows flap their wings and fly low. (2) ants move.

? There is also a proverb about the signs before the rain: ① Crows crow at night, and the wind and rain are not far away.

? The fish jumped out of the water and heavy rain was coming.

? 6. Let's imagine the scene before the thunderstorm and read these three paragraphs emotionally!

? V. Learn the thunderstorm scene in 1-3 natural section.

? Transition: After the thunder and lightning, it began to rain.

? 1, watch 4~6 natural paragraphs for free, and feel the momentum.

? (1) Guide reading "whoa whoa whoa whoa", how to read without punctuation.

? (2) Focus on guiding the change of reading rain.

? What happened to the rain? (Rain-heavy rain-light rain) What sentences did you find?

? Feedback, random guidance reading.

? (2) Read the thunderstorm part together and pay attention to the change of rain according to the teacher's prompt.

? It's raining-it's raining harder and harder-it's raining less and less.

? 3. Exercise: (1) Put "gradually" in the appropriate position in the following sentences.

? The young trees have grown tall.

? It was getting dark

? I understand my mother's good intentions.

? Ask: "Who can look at the picture and try to say a word with' gradually'?

? Sixth, writing guidance.

? 1. Show "I can write" and guide students to observe. Students observe the communication and say the strokes that should be paid attention to when writing. )

? Key instruction: "vertical". (The ellipsis at the top of the word "vertical" should be short and flat, the horizontal line at the bottom should be lengthened gradually, and the last horizontal line should be shortened. )

? Seven. abstract

? Students, an ordinary heavy rain, but the author can describe the scene before and in the rain so vividly. Obviously, it must be through very careful observation that the article can be written so beautifully I think: We should also be a conscientious person and a careful observer like the author, and you will surely make wonderful discoveries!

? Eight, homework

? Finish reading and copying after class, learn this accumulation method, extract your favorite or wonderful sentences, and make a small mark under the key words.

? Blackboard design:

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

? 18 thunderstorm (magnitude 4-6) is getting bigger and bigger-smaller and smaller.

? After 7, 8

?