"Thunderstorm" teaching design

? Textbook analysis:

"Thunderstorm" is the second lesson of the sixth unit. This is a beautiful short article describing the scenery before, during and after a thunderstorm in summer. The full text has a clear structure, distinct layers, concise language and accurate wording. It not only vividly reproduces the scenery of summer thunderstorms, but also gives readers rich imagination space.

This article *** has 8 natural paragraphs. Paragraphs 1 to 3 mainly describe the scene of an approaching thunderstorm. The dark clouds in the sky, the motionless leaves, and the silent cicadas describe the dull weather before the thunderstorm. Especially the word "press" makes people feel out of breath. The sudden strong wind, the swaying branches, and the escaping spiders give people the tension and uneasiness of "a storm is coming and the wind is filling the building." Lightning and thunder are "brighter and louder" and "louder", giving people a sense of fear. Paragraphs 4 to 6 mainly write about scenes during thunderstorms. "It started raining", "It rained harder and harder" and "The rain became softer" describe the process of rain that was heavy and urgent at first, then became heavier and heavier, and then gradually became lighter. "Wow, wow, wow" indicates that the rain is heavy and urgent, and "gradually" indicates that the rain gradually becomes lighter, which fully expresses the characteristics of thunderstorms. Sections 7 to 8 mainly describe the scene after the thunderstorm. In this part, the author follows the order from top to bottom. The sky - the tree - the pond slowly unfolds like a scroll, passing through different things after the rain: fresh air, rainbow in the sky, cicadas chirping, spiders sitting back on their webs, pond water Full, the frog croaked, writing a refreshing and joyful picture after the thunderstorm.

The illustrations in the text echo the sky and the ground up and down, forming a seamless whole. There were lightning and thunder in the sky, and the rain curtains were densely woven. Everything on the ground was shrouded in the rain and blurred, which matched the content of the fifth natural paragraph in the text.

Analysis of academic situation:

Students are no strangers to thunderstorms in life, and have accumulated a lot of life materials related to this lesson. At the same time, they are already equipped with the ability to extract obvious information and find key points. information capabilities. In this lesson, we need to extract the main information, understand the text content, and integrate the information to talk about the changes in the scenery before, during and after the thunderstorm. On the original basis, the requirements for students' abilities have been gradually improved. Looking at the language characteristics of this lesson, they are all short sentences, making it easy to extract information. What is more difficult for students is: there is no obvious time word in this lesson, how to let students discover the writing order of the text before thunderstorm, during thunderstorm, and after thunderstorm; after extracting the information, how to integrate the information to clearly explain before thunderstorm, during thunderstorm, and thunderstorm Changes in scenery behind.

Teaching objectives:

1. Recognize 5 new characters such as "pressure, cicada", be able to write 9 characters such as "thunder, crow", and be able to write "thunderstorm, dark cloud", etc. 7 words.

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

3. Be able to tell the changes in the scenery before, during and after a thunderstorm, understand the benefits of using words such as "press, hang, hang" in the context, and copy the sentences.

4. Be able to tell about the rain you have seen and the scene when it rains.

Teaching focus:

1. Learn to read and write.

2. Be able to find the main information in the text and describe the changes in the scenery before, during and after the thunderstorm.

Teaching difficulties:

1. Understand the benefits of words such as "press, hang, hang" in context.

Teaching hours:

Two classes

Teaching process:

The first class

1. Guessing puzzles Introduction, stimulate interest

(1) Show the riddle, ask students to guess, and tell how they guessed it

(Courseware shows: Thousands of lines, tens of thousands of lines. Countless , keep cutting. The seedlings will be green when they fall into the ground, and they will be invisible when they fall into the water.)

Summary: I can guess the key information. (Written on the blackboard: Rain)

(2) Talk about the rain they have seen and introduce topics

1. Students exchange what kind of rain they have seen in their lives.

2. Reveal the topic based on the communication: There is also a kind of rain, which starts with lightning and thunder, and then rushes to the ground. This kind of rain is called thunderstorm. (Written on the blackboard: Lei)

3. Read the topic together.

2. Read the text for the first time, read the words and learn the words

(1) Read the text for the first time, read the pronunciation correctly

1. Read independently. Read the text freely with the help of pinyin, paying attention to the correct pronunciation of the characters. After reading, read the new words in the double horizontal lines after class several times.

2. Cooperative reading. Those at the same table should check and read each other's words to help correct the pronunciation.

3. Group reading.

(Courseware provided:

yā chán chuí hù pū

press cicada? hang down? household flutter)

(1) Nominated inspection .

The students were reading very seriously just now. Now please ask any children to read these new words. The camera's correct pronunciation prompt: "Cicada" and "chui" are pronounced with the correct pronunciation.

(2) Remove the pinyin and read it together.

(2) Recognize and read words

(Courseware provided: cicadas chirping, windows hanging down, pressing down, rushing towards the face)

1. Students practice reading.

2. Group reading.

Boys and girls have a train-reading competition. Random reminder: "household" should be pronounced softly in the word.

(3) Overall perception, understanding the main content, and sorting out the context of the article

1. Read the text freely and talk about what you know?

2. Based on students’ feedback about rain, ask questions: Which paragraphs in the text describe the scene when it rains? Guide students to find out that paragraphs 4, 5, and 6 describe scenes during thunderstorms. The teacher writes on the blackboard: During a thunderstorm

3. The teacher further questions and guides: Paragraphs 4 to 6 describe the scene in a thunderstorm, so the first, second, and third paragraphs and the following natural paragraphs 7 and 8 are written respectively. When was the scene?

4. Based on student feedback, the camera wrote on the blackboard: before the thunderstorm, after the thunderstorm

5. Summary: The text describes the events before, during, and after the thunderstorm in this order. Different scenarios.

3. Learn natural paragraphs 1 to 3, grasp the main information, and feel the scene before the thunderstorm

(1) Overall perception, label information

1. Free Read paragraphs 1 to 3.

2. Use boxes to mark the scenes described before the thunderstorm.

3. Student feedback, camera writing on blackboard.

(Write on the blackboard: Dark clouds, leaf cicadas, strong winds, branches, spiders, lightning and thunder)

(2) Read and understand the scene before the thunderstorm

1. Grasp the key information and imagine picture.

Let’s feel it while reading: What do these scenery look like before a thunderstorm?

(1) Learn the first natural paragraph and feel the dullness before the thunderstorm.

Courseware presentation: The sky was filled with dark clouds, pressing down heavily.

·Make actions to understand "pressure" and let students feel that "pressure" means downward force.

·What is pressing down? Guide rebates "sky full" and "dark" to feel the characteristics of dark clouds. Read the sentence and say, what are the dark clouds like? (The sky is dark and heavy)

·Use evaluation to guide students to read the picture.

·Combined with the picture you read, talk about how "pressure" makes you feel. Read it with feeling. (Nominate students to read out the dull, tense, and breathless feeling of approaching dark clouds.)

Courseware is shown: The leaves on the tree did not move, and the cicada did not make a sound.

·Read the sentence and learn the word "cicada" along with the text.

·Tell me what the leaves and cicadas on the trees look like? Why are they like this? (Guide to feel that the weather is so stuffy that there is no wind at all.)

·Name your feelings.

(2) Study the second natural section and feel the scene when the strong wind hits.

Courseware presentation: Suddenly a strong wind blew the branches swaying randomly. A spider dangled from the web and escaped.

·Read the sentences and say, why did the spider run away? Guide students to contact the previous article and understand that it is because the wind is very strong.

·How do spiders escape?

·The courseware shows the evolution of the word "chui" and helps you understand the meaning of the word. (Courseware provided: "Hanging" oracle bone inscriptions represent a plant with drooping branches and leaves on the soil. The original meaning is that one end of the thing is pointing straight down.)

Why does it want to escape like this? (Guide to feel the fear of spiders based on the meaning of the words)

·Read the sentences by name.

(3) Study the third natural paragraph and feel the changes of lightning and thunder before the thunderstorm.

Courseware presentation: The lightning is getting brighter and brighter, and the thunder is getting louder and louder.

·The rain is getting closer to us, what else will change?

·Guide to read "brighter and louder" and "brighter and louder".

2. Summary of methods and overall review.

We used the method of grabbing keywords and reading the marks to find the scenery described before the thunderstorm. While reading, we imagined the pictures and understood what these scenery looked like. We felt the sultry heat of the air before the thunderstorm and the strong wind. Come panic, changes in lightning and thunder. Ask the whole class to read paragraphs 1 to 3 together and read out the scene before the thunderstorm.

4. Classification and identification, guide writing

(1) Classification and identification

1. Read the whole class together

(courseware The Tian character grid shows 9 characters: Lei, Hei, Chui, Ying, Xin, Wu, Ya, Hu, and Pu)

2. Observe the character shapes and classify the new characters according to their structures.

The first category: upper and lower structure - Leihei

The second category: single-body character - Chuiwuhu

The third category: left and right structure - —Xinpu

Category 4: Semi-surrounding structure—pressing and welcoming

(2) Guidance on writing

1. The courseware shows what is to be written in this lesson 5 words. (Courseware provided: Lei Hei Chui Wuhu)

2. Carefully observe the glyphs and do the "three looks" - look at the structure, look at the proportion, and look at the key strokes. Ask students to talk about what they should pay attention to when writing. The courseware is provided: Lei, Hei, and Chui. Focus on guiding and observing the most common points of these three characters. The vertical ones are all pressed on the vertical center line.

3. Key guidance.

Following the courseware demonstration, the book is "black". Pay attention to the writing order of the word "黑". The sixth stroke is vertical, pressing on the vertical center line. Pay attention to the changes in the length of the two horizontal strokes.

4. Teachers write in the template, but students’ books are empty.

The teacher’s model writes “Chang”, and the students follow the blank line.

Note that the fourth stroke is vertical, pressed on the vertical center line, and the second horizontal stroke is pressed on the horizontal center line, with one horizontal and one vertical intersecting at the center point. In the word "vertical", you should also pay attention to the order of strokes. Pay attention to the even spacing between the four horizontal lines and the varying lengths. The second horizontal line is the longest.

5. Students trace red and write new words on the books.

(Reminder of writing posture.) The teacher inspects and guides the frame structure and key strokes.

(3) Teacher and student comments

Select representative student works to be projected on the screen, and then teachers and students will collaborate to comment. Evaluations point to key components and key strokes.

(4) Copy words

Students copy "thunderstorm, dark clouds, lightning".

5. Summary and communication

Students, in this class we learned new words, understood the narrative sequence of the text and the changes in the scenery before the thunderstorm. During a thunderstorm, what is the scene like after the thunderstorm? We will continue to study in the next class.

Blackboard writing design:

Second lesson

1. Review words and review introduction

(1) Consolidate words

(Courseware presented: Cicadas chirping, lowering their windows, pressing down, and rushing towards them)

Students, do you still know these words and friends? Please read it.

(2) Review the scene before the thunderstorm

Let’s read paragraphs 1 to 3 and review the scene before the thunderstorm!

In this lesson, we continue to study Lesson 16 - "Thunderstorm"

2. Study 4 to 6 natural paragraphs, grasp the main information, and feel the changes in the thunderstorm

(1) Grasp the key sentences and feel the changing characteristics of thunderstorms

1. Freely read paragraphs 4 to 6 and talk about how to write about rain in this part?

2. Students communicate, and the camera guides students to find sentences about rain.

("Wow, wow, wow," "The rain is getting heavier and heavier," "The sound of the rain has become smaller.")

3. Summary: The thunderstorm first changed from small to large, and then From big to small, this is the characteristic of thunderstorms. (2) Overall perception, annotation of information

1. Freely read 4 to 6 natural paragraphs.

2. Please mark the scene described in the thunderstorm with a box.

3. Based on the students’ feedback, the teacher writes on the blackboard.

(Write on the blackboard: The sound of thunder and rain in the rain tree house)

(3) Grasp the key sentences to feel the power of the thunderstorm

1. Read 4 to 6 paragraphs silently , look for which sentences were written that it rained heavily? Find it and read it.

2. Show the sentence: "Wow, wow, wow - the rain started to fall."

Use evaluation to guide students to read "wow, wow, wow" and read "rain" It's coming very hard.

3. Show the sentence: "The rain is getting heavier and heavier. Looking out the window, the trees and houses can't be seen clearly."

(1) Guide to look at the text illustrations , let students talk about the picture, and then combine it with the content of the fifth natural paragraph. The combination of pictures and text guides them to feel that it is raining heavily.

(2) Teachers and students read together and guide how heavy the rain is.

(4) Grasp the keywords to feel the changes of the rain

1. Show the sentence: "Gradually, gradually, the thunder became smaller and the rain became smaller."

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2.Which keyword indicates that the rain has become lighter? (Gradually)

3. Can you change a word? (Slowly, little by little) Can you read this word well now?

4. Read the sentences by name.

(5) Summary method, overall review

We continued to use the method of catching key words to read the marks, found the scenery described in the thunderstorm, and grabbed the key words to read and comprehend. Understand the changing characteristics of thunderstorms. Use our reading aloud to read out the changes in the rain. Read 4 to 6 paragraphs together.

3. Study natural paragraphs 7 and 8, grasp the main information, and feel the freshness after the thunderstorm

(1) Overall perception, label information

1. Freedom Read paragraphs 7 and 8 and think: What is it like after a thunderstorm?

2. Please use the boxes to mark which scenes were written after the thunderstorm.

3. Student communication, camera writing on blackboard.

(Writing on the blackboard: sun, rainbow, cicada, spider, pond, frog)

(2) Combine writing on the blackboard to sort out the writing order

1. Guide students to discover with the help of writing on the blackboard.

Look carefully at the writing on the blackboard. First, I wrote about the sun and the rainbow in the sky, then I wrote about the cicadas and spiders on the trees, and finally I wrote about the pond and frogs. What did you find?

2. Student feedback, summary.

The author writes in order from top to bottom. Let’s read the beautiful scene after the thunderstorm in this order.

(3) Feel the beauty of the sky after the thunderstorm

1. Grasp the key words, expand your imagination, and read out your feelings.

(Courseware presentation: The sky has risen. The rain has stopped. The sun has come out. A rainbow hangs in the sky.)

2. Use the word construction characteristics of "hang" to connect with life Experience the fun of word choice.

(1) (Courseware provided: Failed) What have you all failed in your life?

(2) Combine the shape and meaning of the character, guide students to discover that the action of hanging is consistent with the shape of "hang" - the side of the handle, and guide students to feel the fun of Chinese characters.

(3) Summary: Look, the rainbow hanging in the sky looks like we hung it ourselves!

(4) Guide to read out the beauty of the sky.

(4) Feel the fresh air after the thunderstorm

1. Show the sentence: Open the window, and the fresh air rushes towards you.

2. There is another thing that changes in the sky. (Writing on the blackboard: Air)

3. Compare the context and experience the freshness of the air.

What is the air like before a thunderstorm? What about after the thunderstorm? After experiencing the sultry heat before the thunderstorm, and the clear sky after the rain, this fresh air rushes towards us, blows on our bodies, and breathes into our bodies. How do you feel?

4. Read aloud by name. (Guide to pronounce comfort and pleasure.)

(5) Feel the comfort and comfort after the thunderstorm

1. Show the sentence: The cicadas are chirping. The spider sat on the web again.

(1) Read the sentence and talk about the appearance of the cicada and spider before and after the thunderstorm in connection with the previous article.

(2) (The courseware shows sentences and pictures of the spider’s different looks before and after a thunderstorm.) Compare the spider’s different looks before and after, and tell us what you feel from the word "sitting"?

(3) Read aloud by name. (Guide to read out the comfort and comfort after a thunderstorm.)

(6) Feel the scene of the pond after the thunderstorm

1. Show the sentence: "The pond is full of water, and the frogs also cry Get up."

2. Read it and tell me what you feel? (Vitality, vitality, beauty, etc.)

3. Imagine the picture and read out the feelings.

(7) Summary method, overall review

We used the method of grabbing keywords and reading the marks to find the scenery described after the thunderstorm, capturing the sky, trees, and ponds After reading the three pictures, I realized that after the rain, the sky cleared, and after the heavy rain washed away, everything became so fresh, so beautiful, and so full of vitality. Let us read this part beautifully and sweetly.

4. Summarize the full text learning method and review the overall cooperative reading

In this lesson, we read the text, found the main information, and appreciated the stories before, during, and after the thunderstorm. Different views. Let us read the text again and feel it again. The boys read Before the Thunderstorm, the girls read During the Thunderstorm, and the whole class read After the Thunderstorm.

5. Integrate the information in the full text and explain clearly the changes in the scenery before, during and after the thunderstorm

(1) Group cooperation and practice speaking

A group of four Cooperate, use blackboard writing, choose any part that interests you, you can use sentences from the article, or you can use your own words, and talk about the changes in the scenery before, during, and after the thunderstorm in the group.

(2) Group presentation

Ask the team to drive the train and demonstrate in the order of before the thunderstorm, during the thunderstorm and after the thunderstorm.

6. Use fill-in-the-blanks to guide recitation

1. Courseware provided:

The sky is full of (?), and the ground is dark (?). The (? ) on the tree was motionless and (? ) was silent. Suddenly there was a (?) blowing, causing the (?) to swing wildly. One(?) came down from the net(?) and ran away. (? ) is getting brighter and brighter, (? ) is getting louder and louder.

(? ), it started to rain. rain(? ). Looking out the window, trees, houses, all (? ). Gradually, gradually, (?) became smaller, and (?) also became smaller.

It’s dawn. Open the window, (? ) rushes towards you. The rain stopped. (? ) came out. (? ) hanging in the sky. (? ) called. (? ) Sitting online again. (?) When the water was full, (?) also started to scream.

2. Recite by naming and filling in the blanks.

7. Migration and application, expansion and extension

(1) Connect with life and talk about the thunderstorms you have seen

To connect with the thunderstorms you have seen, you can use books You can also say the sentences above in your own words. Communicate by name.

(2) Pictures guide the way and provide expression support

What kind of rain have you seen? What was the scene like at that time?

Communicate by naming, and use the camera to show pictures to help students explain clearly.

(3) Summary

There are endless mysteries hidden in nature. As long as you pay attention, you will find more interesting scenes in life.

8. Classification, identification, and writing guidance

(1) Discovering patterns

In the field grid, show four words in two groups: new, flutter, and Press, welcome.

Look carefully, what characteristics do you find in these two sets of characters? Talk about what you should pay attention to when writing. (Guide to discover that the words "pressure" and "ying" with a semi-enclosed structure should be stretched out. "pressure" should be written first outside and then inside. Don't write a little less; "ying" should be written first inside then outside. Don't write one more stroke. "New ", PU" are two characters with a left and right structure, and the left and right sides are the same width.

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(2) Key guidance

The left and right width of "新" is almost the same. Pay attention to avoid the last point of "close", and the strokes of "jin" should be interspersed under the point.

For "ying", please note that the second stroke is a vertical stroke. Do not write an extra stroke or a dot above it. The last three strokes are "辶".

(3) The teacher writes "new" and "ying" in the teacher's model, and the students' books are empty.

(4) Students draw red and write new characters

(Reminder of writing postures.) The teacher inspects and guides the frame structure and key strokes.

(5) Teacher and student comments

Select representative student works to be projected on the screen, and then teachers and students will collaborate to comment. Evaluations point to key components and key strokes.

(6) Copy words

Students copy "thunder, house, window, freshness".

Blackboard design: