Excellent teaching design of Thunderstorm, the second volume of Senior Two.

Nine-year compulsory education People's Education Publishing House Primary School Chinese Volume 4 Thunderstorm Lesson 2.

Teaching objectives:

1. Understand the text and know the scenes before, during and after the thunderstorm.

2. Read the text correctly and fluently and recite the text.

3. Cultivate students' observation, imagination, language accumulation and expression ability.

Teaching focus:

Read the text.

Teaching difficulties:

Cultivate students' Chinese practical ability.

Concept of instructional design:

Trivial and mechanical language training stifles students' spirituality in learning Chinese, so the focus of Chinese teaching should be to create comprehensive Chinese practice activities, leading students to feel, accumulate and use language in comprehensive Chinese activities full of life interests, thus improving students' language expressive force and cultivating students' spirituality.

Characteristics of instructional design:

Promote the all-round development of students in the comprehensive practice of Chinese in daily life.

Teaching aid preparation:

Projector, slide, tape recorder, magnetic tape.

Teaching process and design intention:

1. An exciting and passionate introduction (2? )

1, display riddle:

There is a drum in the sky, hidden in Yun Shenchu. If you ring, you will be angry first, and the sound will shake the valley.

2 thousands of lines, not coarse or fine, indomitable spirit.

2. After the students guess, divide them into blackboard titles: Thunderstorm.

Second, fully read the summary text (15? )

1. Let's listen to the tape and see what a thunderstorm looks like.

2. Next, let a child read the text aloud and see who reads better than he or we just heard! Also, please number the natural paragraphs.

Then, let's ask you to think about what natural paragraphs describe the scenery before the thunderstorm. What natural passages in Thunderstorm describe the scenery? What natural paragraphs describe the scenery after a thunderstorm?

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

4. In the group match, read the scenery before, during and after the thunderstorm.

Third, create situations and apply practice. (20? )

1. Let's think about it: What scenery and natural phenomena were written in the article before, during and after the thunderstorm? Please read the text and draw it. Ask individual students to answer and write on the blackboard.

2. Create oral situations: show slides (thunderstorm map)

1 Introduction: Wow? ,? Is it raining? Is it raining? Look out the window? ,? Look carefully.

② Question: Have students ever encountered such a thunderstorm in their daily life? Can you give us a brief description of the scene in a few words? Please give it a try. Then the teacher concluded:

In summer, the weather is stuffy and hot, and the sky is dark. Suddenly, there was thunder and lightning and a strong wind. The trees were blown to stagger and it rained cats and dogs. After a while, the rain stopped and a beautiful rainbow appeared on the horizon. The air is fresh and comfortable.

3 show the sentence: the rain is getting heavier. I can't see the house and branches clearly. Gradually, gradually, the thunder died down and the rain died down.

Let the students understand: gradually? Here is the change from big to small, which reflects a process of change and can be supplemented by demonstration exercises? Gradually? This word can be added in front or in the middle, depending on who thinks quickly and adds it accurately.

Show me the slides: ① I have grown taller. (2) It's quiet around. The athletes stepped up their pace. I have learned that love is great and selfless.

3. When the rain stopped, what kind of pictures appeared between the earth?

Slide show (after a thunderstorm):

① Introduction: It's raining and the sun is shining. A _ _ _ _ hangs on _ _ _ _. Cicada _ _ _ _. Spider _ _ _ _. _ _ _ _ In the pond, the frog _ _ _ _.

(2) During the slide show, the rain finally stopped. _ _ _ _ _ _ Grandpa Sun appeared again.

_____。 The rainbow of _ _ _ hangs in the sky of _ _ _. Cicada _ _ _ _ cried, as if thanking the thunderstorm. The spider of _ _ _ is sitting on _ _ _ Internet again. The pond is full of water, and frogs are calling _ _ _ _ _, adding infinite interest to the beautiful scenery after the rain. People are breathing the air of _ _ _ _ _ _ _ _ and listening to the sound of _ _ _ _ _ _ _.

Fourth, emotional reading, design exercises (3? )

1, recite the text according to the blackboard

2. What exercises do you think you should do after learning the text here? Students can express their understanding and feelings in different ways such as reading, reciting, drawing, singing and dancing.

Teacher: For example, we can express it by singing or painting? Singing? All right. of course

We can also use our spare time to study the scientific principle of thunderstorm formation and how rainbows are formed. You can consult the information and ask the teacher for answers.

Attached book design:

tornado

Before the thunderstorm: dark clouds, leaves, cicadas, strong winds, branches, spiders, lightning and thunder.

Thunderstorm: rain, rain, rain, Little Tree House.

After the thunderstorm: the sun rainbow cicada spider pond frog

Description of design intent:

This course closely follows the spirit of Chinese curriculum standards and actively advocates independent, cooperative and inquiry learning methods. What are the key points? Develop students' language? This main line has designed three comprehensive Chinese practice activities to promote the formation of students' Chinese literacy.

First, read aloud and summarize the text. This activity section makes students' understanding and perception based on full and free reading, and students can truly and deeply understand the natural phenomena and scenery changes before, during and after the thunderstorm. Secondly, by summing up, students not only understand the content of the text and improve their generalization ability, but also accumulate and internalize the content of the text.

Second, create situations to talk and write. This activity board has achieved many goals: ① Students feel the changes before and after the thunderstorm when reading aloud with emotion, and also feel the exquisiteness of the text language. (2) Creating situations helps students consciously refer to the words and expressions in the text to express their feelings in oral and writing, which not only improves the language expressive force, but also enriches their inner experience. This activity also transforms static written language into living situational language, connects the book world with the life world, and activates students' interest and vitality in learning Chinese, so it can fully mobilize students' enthusiasm and initiative.

Third, personalized learning, this part includes using your own learning methods to learn the text and make a study report, as well as designing further learning content according to your actual situation. This has many functions: ① changing students' learning methods, encouraging students to use learning methods suitable for their own characteristics, truly realizing personalized learning and giving full play to students' learning potential; (2) Broaden the time and space of study, encourage students to design their own homework, break the boundaries between classes and disciplines, and truly give students the initiative to learn.

Of course, this course also uses some modern teaching methods and intuitive images, which will also play a certain role in improving the classroom efficiency of this course.