Lecture notes of Thunderstorm, the second volume of the second grade of primary school Chinese.

Dear teachers, hello everyone. I said the theme of this course is thunderstorm. Next, I will lecture from the following six aspects.

1. Speaking of textbooks, this lesson is the second text in Unit 5, Volume 2, Grade 2, Shandong Education Publishing House. This text shows students the 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 bringing frogs to my ears. How comfortable. In this paper, different natural scenes before, during and after thunderstorm are described in concise, natural and simple language. The content of the article is vivid and illustrated, which is more suitable for junior students. Let students take this article as an opportunity to enter life, nature, learn to observe and increase the fun of life.

Second, junior two students are young, mainly thinking in images, and have the psychological characteristics of curiosity, exploration and easy infection. Therefore, in the process of teaching, I created vivid and attractive scenes. 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 to let students enjoy the vivid scenes before, during and after the rain.

III. Teaching Objectives The teaching objectives of this course are:

1, will recognize new words such as "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 perceive the scene after the thunderstorm.

3, contact life, cultivate students' awareness of observing weather changes.

Teaching emphasis: feel the scene before and during the thunderstorm.

Difficulties in teaching: read aloud the descriptions before and during the thunderstorm, with feelings associated with life perception.

Fourth, teaching methods According to the above teaching objectives, I mainly adopted three teaching methods:

1, creating situational teaching;

In the classroom, creating certain situations can cultivate students' interest in learning Chinese, concentrate their attention, inspire students to think and solve problems from a multi-dimensional perspective, expand their thinking space, enrich their thinking methods, and let students participate in the whole process of classroom teaching, thus satisfying their desire to explore and express.

2. Read your imagination aloud;

According to the age and thinking characteristics of students, with the help of their life experience, I read the text independently with students as the main body. Through reading, students have face-to-face contact with the text, taste the original language of the text and cultivate students' sense of language; Through reading, the standard language of the text is stored in the students' minds. Students learn, read and feel the language as if they were in a thunderstorm. Students unconsciously understand language, feel language and accumulate language.

3. Cooperative learning between teachers and students.

Grade two students need teachers' help in their studies. In teaching, I use the method of teacher-student cooperation to guide students, and cultivate students' autonomous learning and perception ability on the basis of guidance. Now, I will talk about the teaching process of this class from the perspective of the second class:

Verb (abbreviation of verb) Teaching process and design intention (1) Introduction

1. Last class, we met the most powerful member of the rain family-Thunderstorm (the courseware has pictures).

This class gives us a deeper understanding of thunderstorms. (blackboard writing topic)

2. Courseware plays the recording of the text, so that students can recall the natural paragraphs in the text that describe before, during and after the thunderstorm.

Blackboard before thunderstorm (1-3) Blackboard during thunderstorm (4-6) Blackboard after thunderstorm (7-8)

Intention:

This link uses picture import to attract students and stimulate their interest in learning.

reading comprehension

1, silently reading the natural section of 1-3, what scenery was there before the thunderstorm?

Students will soon find the following sentences.

(1) The sky is full of dark clouds.

Guide students to read aloud, experience the wonderful use of "pressure" and feel the heavy, heavy and oppressive feeling of dark clouds. )

(2) The leaves on the tree don't move, and the cicada doesn't make any noise.

Suddenly, a strong wind blew the branches in a mess. A spider hung on the net and ran away.

Guide students to read aloud, experience the wonderful use of "sudden" and "chaos", and feel the urgency of the wind before the rain; Experience the wonderful use of "hanging" and feel the fear of spiders. )

(4) The lightning is getting brighter and the thunder is getting louder and louder.

Guide students to experience the wonderful use of "Yue … Yue …" sentence pattern in reading aloud and feel the changes of lightning and thunder. )

Students communicate, the teacher summarizes and presents the courseware.

Dark clouds-strong winds-lightning-thunder

2. The teacher reads the paragraphs in Thunderstorm, and the students exchange the scenes in Thunderstorm.

The courseware shows pictures and the sound of thunderstorms to help students imagine and understand.

Instruct students to read aloud in various ways. Promoting enlightenment by reading.

Students communicate, the teacher summarizes and presents the courseware.

The rain-the thunder is getting louder and louder-is getting smaller and smaller.

Please read the paragraph after Thunderstorm, see what scene it describes, and draw it with strokes.

Students will draw the following sentences.

(1) It's dawn. Open the window and fresh air will come to your face.

The rain stopped. The sun came out. Rainbow hangs in the sky. The cicada cried. Spiders are sitting on the internet again. The pond was full of water and the frog cried.

Guide students to experience the wonderful use of "hanging" in reading aloud, and feel the rainbow hanging in the air like a ribbon, which is very beautiful.

Students exchange and summarize the following contents.

Sun, rainbow, cicada, spider, frog

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

What's your mood in the face of such beautiful scenery? Now show it with your reading aloud!

Intention: 1. The design of this link uses the characteristics of multimedia to show students the scenes of thunderstorm in different periods, which is conducive to students' understanding of the text.

2. Let students communicate, which reflects students' autonomous learning ability. The timely guidance of teachers reflects the interaction and cooperation between teachers and students.

3. Teachers guide students to feel the use of keywords and phrases in reading, so as to promote understanding, implement learning objectives and solve the inefficient problems in student-student interaction.

(3) Reading aloud to imagine

1, what a magical thunderstorm! Please imagine that you are a child in the picture. What's your mood in the face of thunderstorm? Show it by reading aloud!

The courseware shows pictures of thunderstorms in different periods.

Figure 1: The sky is overcast with lightning and thunder; The wind roared in the air.

Figure 2: Heavy rain, disorderly branches; The children closed the window and enjoyed the rain.

Figure 3: Blue sky and white clouds, rainbow hanging high, fresh air, tree-lined, children are ecstatic.

2. What part of the text do you like? Read your experience by reading aloud.

3. Let the students show and read aloud.

Your voice also infected the teacher, and the teacher should read it.

Reading aloud by teachers can deepen students' understanding of the text.

Teacher-student evaluation, teachers guide students to make a reasonable evaluation of others' reading.

Intention: 1. Let students imagine reading aloud on the basis of the previous link, which is helpful for students to better understand the text and cultivate their reading ability.

2. Students choose their favorite parts to show and read aloud, and then comment on each other to enliven the classroom atmosphere.

(4) Writing instruction

In this lesson, I will focus on the three new words "color, joy and vertical".

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

"Yue" semi-closed structure, long when walking, do not write on the upper part;

"Vertical" is wide in the middle and narrow at the upper and lower ends. The first stroke should be short and flat, and the following four horizontal lengths are different.

3, students write new words, teachers patrol, find mistakes in time, prompt writing posture.

Intention: Writing in Grade Two is the focus of teaching. The design of this link combines teachers' demonstration guidance with students' practice, so that writing teaching can be implemented, teaching objectives can be realized, and the spirit of curriculum standards can be implemented. Prompt writing posture and cultivate good writing habits. It solves the problem of inefficiency in teacher-student interaction.

(5) class summary 1. The teacher thinks that through the study of this class, the students have an understanding of thunderstorm. In fact, nature is a colorful picture with many magical scenes. Please be a conscientious person and appreciate her!

Let's learn from the author and write a weather diary.

Intention: The design of this link summarizes the knowledge learned in this class with refined language, and at the same time arranges tasks to give students room to expand and help students improve their Chinese learning ability. Achieved the teaching goal.

Vi. Blackboard design before thunderstorm (1-3)

20 Thunderstorm (4-6)

After a thunderstorm (7-8)

The blackboard design of this lesson is divided into three aspects: before thunderstorm, during thunderstorm and after thunderstorm. The whole blackboard writing is concise and clear. It can intuitively reflect the key knowledge learned in this lesson and help students deepen their understanding.