Teaching Design of Thunderstorm in Class II 18 of Senior Two Chinese.

The teaching goal of "Thunderstorm" in lesson 18 of the second volume of senior two Chinese is to read the text correctly, fluently and emotionally, describe the scenes before, during and after the rain, and feel the magic and beauty of nature. I sorted out the teaching design of lesson 18 in the second volume of Chinese Thunderstorm for your reference. I hope you get something from reading!

Lesson 18 Teaching Design of Thunderstorm, Volume II, Grade Two 1

1, can recognize four new words and write 12 words.

2. Read the text silently, imagine while reading, read the text emotionally, and express different scenes before and after the thunderstorm through tone.

I am interested in observing the weather, and I can keep an observation diary.

Teaching focus

Read, write and read the text.

Teaching difficulties

Understand the writing order of this article, read aloud and write correctly? Hang it down? Words.

Teaching preparation

multimedia courseware

teaching process

discuss

In the hot summer afternoon, sometimes there will be strong winds, lightning and thunder, and a thunderstorm will suddenly come when the weather is good. What's the scene like in a thunderstorm? Do you remember, children? Can you say something?

(B) learning new words

1, students abuse the text and read the new words correctly:

Just now, the children read very carefully. Who will take the little teacher to read the new words?

The little teacher took the reading (hint? Hang it down? It's the tongue)

Check and read each other at the same table (please check and read each other at the same table to see who reads well)

Study by train

Read the pronunciation correctly, and then, do you remember what they look like? Do you have any good ways to remember it? Name the students.

3. Write new words:

(1) Does the old teacher write students' lectures by the book? Student observation (which stroke will you remind your child to pay attention to? )? The teacher writes again (while writing, remind: What should the teacher pay special attention to? Hang it down? In the order of strokes, write thousands first (with colored pens), with one horizontal length longer than the other, but the last horizontal length is the shortest. )

(2) Students' practice

(3) Enjoy the thunderstorm

Multimedia courseware shows the scenes before, during and after the thunderstorm, so that students can feel the thunderstorm.

Read the text silently

Students read the text silently and imagine while reading;

(5) look for it

Find out the natural paragraphs that describe the scenes before, during and after the thunderstorm in the text.

(6) read aloud.

First, feel the scene before the thunderstorm

Let the girls read the paragraph describing the nature before the thunderstorm 1, 2, 3. Think about it: What scenes are described in the article before the thunderstorm?

How do you describe the dark clouds in the text? Ask the students to find the sentences that describe the dark clouds. )? Darkness? Explain what? News? How do words make you feel?

Courseware shows sentences:

A spider fell off the net.

A spider is hanging on the net.

Comparing sentences, which one do you think is better? Why?

What is shown on the courseware is that the lightning is getting brighter and the thunder is getting louder and louder.

How to read this sentence to reflect the sudden change of weather? Students practice reading, call students to read, and students evaluate.

Students read the natural paragraph before the thunderstorm 1, 2, 3 with emotion.

B, feel the scene in the thunderstorm

The courseware shows two illustrations depicting thunderstorm and after thunderstorm in the text.

Students think: When were these two pictures drawn respectively? Find out the difference between the two paintings.

How to describe the scene in Thunderstorm? Name the students and say.

From which sentences can we see that it is raining heavily? It's raining hard. Can you describe it with idioms?

Find out the sentences about the change of rain in the text.

What is displayed on the courseware is that sentence: gradually, gradually, there is less thunder and less rain.

How to read the change of rain, students practice reading, call students to read, and students evaluate.

Read the fourth, fifth and sixth paragraphs describing thunderstorms in men's and women's competitions.

C, feel the scene after the thunderstorm

Read paragraphs 7 and 8 describing thunderstorms.

If you are a child who opens the window in the picture now, how will you feel when you see the scene after the thunderstorm?

The rain has stopped and everything is so beautiful, so what kind of mood should we take to read and describe the seventh and eighth paragraphs after the thunderstorm? Read by roll call and evaluate by students.

The class read paragraphs 7 and 8 with emotion.

Courseware shows sentences

A rainbow appeared in the sky.

Rainbow hangs in the sky.

Comparing sentences, which one do you think is better? Why?

Courseware shows sentences

The spider is lying on the net again.

Spiders are sitting on the internet again.

Comparing sentences, which one do you think is better? Why?

(7) Appreciate and understand the rainbow.

The courseware shows several groups of beautiful rainbows.

The courseware shows the reasons for the formation of rainbow.

(8) Read the text with emotion.

(9) Summarize the full text.

? Thunderstorm? In this text, the weather changes are written in the order before, during and after a thunderstorm. We should also pay attention to the weather changes in the future, write it in a diary and keep an observation diary.

Teaching reflection

Students in ordinary life have experienced thunderstorms. Before teaching, I asked students to talk about the thunderstorm they had experienced, which fully mobilized students' life experience for teaching, and also fully mobilized students' learning enthusiasm and guided them to understand the key words in the text. Through various forms of reading, students have realized the different characteristics before, during and after a thunderstorm, and have broken through the teaching difficulties of this course: students can read the text with emotion and express the differences before and after a thunderstorm through different tones.

Lesson 18 "Thunderstorm" teaching design second-year Chinese learning objectives;

1. Will you recognize it? Pressure, chaos, vertical? Three new words. Can you write them? Hang it down? Equal to 10.

2. Read the text with emotion and feel the characteristics of the scenery before the thunderstorm.

3. Infiltrate and observe life.

Teaching process:

Stimulate interest introduction:

Students, what natural phenomena do you know?

Yes, when you go into nature, you will find many interesting natural phenomena.

(1) In this lesson, let's learn an article describing natural phenomena. Thunderstorm.

Yes, thunderstorm is indeed a very interesting natural phenomenon. In this lesson, we will learn an article about thunderstorm.

Second, reading the text for the first time

1 Please turn to page 80, read the text freely, circle the new words, and try to read the correct pronunciation and sentences. Think again when the author writes about the characteristics of thunderstorms.

2. Who wants to talk about the characteristics of the author when he writes about thunderstorms?

Health report. (blackboard writing: before, during and after a thunderstorm)

3. Let the students browse the text quickly again. Which paragraphs were written before the thunderstorm? What paragraphs are written in Thunderstorm? Which paragraphs are written after a thunderstorm?

(blackboard writing: before, during and after a thunderstorm)

1? 3 4? 6 7? eight

4. Let's look at the three sections of nature before the thunderstorm. (The courseware shows 1? 3 three natural paragraphs)

There are three words we need to know in these three paragraphs. (Stress, confusion, vertical reddening)

These three words baby ran out of the text. Do you still know them? (Showing down, Swinging Left and Right, Hanging)

6. Read by name and train

7. Press it. What did the article say was suppressed? Find the sentence and read it out.

Read the sentences. Can you do an action? How do you feel? How do we feel when dark clouds are coming at us? Reading. Evaluate reading.

? More second-grade Chinese on the next page 18 Thunderstorm Teaching Design?