Thunderstorm teaching plan

As a faculty member, it is necessary to carefully prepare teaching plans, which help students understand and master systematic knowledge. How to write a lesson plan? The following are seven lesson plans of Thunderstorm that I have compiled for you. Welcome to share.

The teaching purpose of Thunderstorm Teaching Plan 1;

1, experience the ups and downs of drama and distinctive character language in his works.

2. Understand the ruthless class nature of the bourgeoisie and its decadent family life, so as to understand the darkness of the old social system.

3. Cultivate the ability of independent reading and the ability of analysis, appreciation and evaluation.

Teaching emphases and difficulties:

1, Zhou Puyuan's personality.

2. Complex psychological activities when Zhou and Lu met.

Teaching methods:

1, performance method: Through the performance of the plot, let students experience the language behavior of the characters and perceive the personality characteristics and conflicts of the characters in the script.

2. Analysis of teaching methods: For key and difficult problems, teachers should make appropriate explanations to help students understand.

3. Debate method: Set debate questions and deepen students' understanding by conducting debates.

Legal learning guidance:

1, mainly reading learning method, supplemented by cooperative learning method.

2. Interest reading-research reading-appreciation reading.

Teaching process:

First, introduce the text with the great achievements of Thunderstorm.

Second, enter the text.

1. Students perform the first drama conflict.

2. Evaluate the performance effect.

3. Analyze the inner changes of the characters.

4. Debate whether Zhou Puyuan really loves Lu Shiping.

5. Analyze and evaluate the personality characteristics of the characters.

Third, in-depth discussion:

1, what is the root of the contradiction between Zhou and Lu?

2. What is the social significance of Zhou Puyuan's image?

3. How to understand the profound theme of drama?

Fourth, boldly question.

Verb (short for verb) Task:

1. Analyze Lu Shiping with the method of analyzing Zhou Puyuan.

2. Watch the whole drama Thunderstorm.

3. Write a literary review about a certain angle of Thunderstorm.

Thinking in class:

1. In the dialogue between Zhou and Lu, I repeatedly said a word. What is their subtext? What kind of mentality does it reflect?

2. Zhou and Lu started a dialogue around the Wuxi incident 30 years ago. Zhou asked Shi Ping's surname and identity several times. What psychological changes did these questions and behaviors show Zhou Puyuan?

3. How did Zhou's attitude towards Shi Ping change after he recognized Lu? Where is it reflected?

4. Does Zhou Puyuan love Shi Ping? Does he really miss Lu? What do you think of Zhou?

5. What is the root of the contradiction between Zhou and Lu? How do you know the title of the play and the society at that time?

Lesson plan of Thunderstorm 21. Introduction.

1, show-rain.

Everyone knows each other, so let's read it together.

I read very accurately. Which student can think of a word related to "rain"?

4. Extracurricular accumulation is also a good way to learn Chinese.

Everybody listen carefully. Thunder and rain is a natural phenomenon, especially in summer. The theme of the text we are going to learn today is-Thunderstorm (blackboard writing). What is the thunderstorm described in the text? By studying, you will definitely feel immersive.

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

1, read the text by yourself, mark the serial number of the natural paragraph, draw the words with the new words and read them several times.

2. Read the name of the train and read the words and phrases in groups.

3. Ask three students to read the full text. ( 1—3)、(4—6)、(7—8)。

I read fluently. Now let's read it and see how the author describes this thunderstorm.

What did you learn from reading? The students speak freely.

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

Third, read carefully and taste.

A 1, read paragraph 1-3 by name. While listening, other students thought: What was the scene before the thunderstorm?

2. Students answer and the teacher reads (blackboard writing: cicadas don't bark, wind spiders, thunder and lightning. )

Now that we know that these scenes will appear before the thunderstorm, what words do you think the author used to make these scenes more specific? Let's read it together and look for it! Students read books by themselves.

* Guide students to understand the meaning of words and read aloud.

A, dark: ABB style, can you say a few things like that?

B, press down: it means that the dark clouds come quickly and fiercely. (blackboard writing: press)

C, motionless: it means that there was no wind at that time. (blackboard writing: motionless)

D. Chaos: What chaos? (branches) means the wind is particularly strong.

E, hanging down: the wind is very strong, and the spider hangs down along the silk to escape. This means that the spider is afraid. (blackboard writing: escape)

F, brighter and louder: brighter and louder every time. (blackboard writing: bright sound)

Why write lightning first, then thunder? )

Just now, we knew that it was cloudy, the wind was blowing hard, and there was lightning and thunder before it rained. Besides these, what other phenomena can you think of that also indicate rain?

Tip: ① Swallows fly low. Swallows flapped their wings and flew very low. (2) ants move. Ants can move.

(You can contact the text "It's going to rain". )

The dark clouds come down, the leaves don't move, the cicadas don't call, the ants are busy moving, and the swallows fly low. Let's imagine the scene before the thunderstorm and read these three paragraphs emotionally!

Students read freely first, and then read by name.

2 * The lightning is getting brighter and the thunder is getting louder. Wow, it's raining (show courseware: the first illustration)

1. Look at the picture and say: What do you see? What do you feel?

(random blackboard writing: thunderstorm and heavy rain, I can't see clearly. )

Now let's look at what is written in the text and read the paragraph describing thunderstorm.

3. Call the roll and guide the students to read the changes in the rain. It's raining-it's raining harder and harder-it's raining less and less. )

The rain has changed a lot. It suddenly pounced on me, and it was urgent and getting bigger and bigger, but the rain gradually became smaller after a while. Hey, it's sunny! The scenery after the rain is beautiful. Come and see!

1, read by name

2. Which sentence do you think you like best? Which sentence to read!

The teacher randomly wrote on the blackboard: After the thunderstorm: The rain stopped, the sun came out, cicadas sang, spiders sat on frogs and rainbows chirped. )

3. Tour Guide Association: What was the cicada like before the thunderstorm? What are spiders like?

* Your observation is so meticulous. Before the thunderstorm, cicadas don't bark, and after the thunderstorm, cicadas bark; Before the thunderstorm, the spider hung down from the internet and escaped, but after the thunderstorm, the spider sat leisurely on the internet; Before the thunderstorm, the sky was overcast with lightning and thunder, but after the thunderstorm, a beautiful rainbow appeared in the sky.

Now let's take a look at the vibrant beauty after the thunderstorm. (Show courseware: the second picture)

5. Look at the picture and say: What do you see? What are you going to say?

If you were the child in the picture, how would you feel after the thunderstorm? what do you want to do? )

Let's imagine that we walked into this beautiful scenery and read paragraphs 7 and 8 beautifully with a happy mood.

6. Read and comment by name.

Understand the fresh, clean and energetic beauty after a thunderstorm.

(2) Read normally, and then read by name.

Let's feel this thunderstorm again! -Read the full text together!

Fourth, summary:

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

Teaching requirements of the third lesson of Thunderstorm

1. Understand the content of the text, understand the meaning of each paragraph and sentence, find out the natural scenes before, during and after the thunderstorm, and cultivate students' interest and ability to observe natural phenomena in a certain order.

2. Be able to read the text correctly and fluently.

Teaching preparation

Multimedia aided teaching software, multimedia computer

teaching process

First, stimulate the dialogue and reveal the topic.

Students, have you ever seen a thunderstorm in your daily life? What are the characteristics of thunderstorms you have seen?

Today we will learn lesson 15 Thunderstorm (blackboard writing subject).

Second, the overall perception of the text content

1. First, please listen to the computer teacher and read the text. Listen and watch carefully, and notice some changes on the screen.

Just now, the teacher asked the students to listen to the text. Now, please observe these three pictures carefully and listen carefully to the three questions raised by the computer teacher.

A. What was the picture before the thunderstorm? What was it like before the thunderstorm?

B. What is the scene in Thunderstorm? What is it like in a thunderstorm?

C. What's the difference between the third picture and the other two? What's missing and what's more?

Please take these three questions to teach yourself the text and ask for correct pronunciation.

The teacher asked the children to come up and point out which picture is about the scene before the thunderstorm. Can you tell me the scene before the thunderstorm?

Which sections write the first picture?

Third, read the text carefully and understand the words.

1. Let's look at the thunderstorm first. Please ask a child to read the first to third paragraphs aloud.

A.what was in the sky the day before the thunderstorm? (Blackboard: Dark clouds, strong winds, thunder and lightning)

B.what are the dark clouds like? (blackboard writing: all over the sky, dark)

C.was there a strong wind at first? What sentences can be seen from the book? So how did the strong wind come from? (Catch the word "suddenly")

D. how is the cicada? (blackboard writing: no phone calls)

E. what about the spider in the tree? (blackboard writing: hanging down to escape)

F. The lightning is getting brighter and the thunder is getting louder and louder. What does this mean?

G. guide reading aloud.

Now let's look at the thunderstorm. Ask a child to read paragraphs 4, 5 and 6.

A. From which words can we see that it is raining heavily? Why? (Blackboard: Lei)

B. What does the word "gradually" mean in the sixth paragraph? Does it thunder now? What's this ray like? (Blackboard: Lei)

C. guide reading aloud. There is a comma between "hurry" and "gradually" in these three paragraphs. "Catch up" means that it is raining heavily, so you should read more carefully, pause for a shorter time, and "gradually" should read from heavy to light, and read out the small changes of thunder and rain.

Finally, let's look at the scene after the thunderstorm and ask a child to read the seventh and eighth paragraphs aloud.

A. what made it dawn?

B there has just been a heavy rain, and the thunderstorm has washed away all the dust in the air and taken away the heat in the air, so the air is particularly fresh. Ask the children to explain the meaning of "head on" and "jump".

C.what appeared in the sky at this moment? (Blackboard: Sun, Rainbow)

D. which two sentences in paragraph 8 are related to the previous paragraph? (blackboard writing: also called, sitting on the net)

What does it have to do with? Why are these changes happening?

E. where can we see that it has just rained heavily?

F. guide reading aloud. Let's listen to how the computer teacher reads it first.

Fourth, summarize the full text.

Just now, we learned the lesson Thunderstorm together, mastered some knowledge about thunderstorms in nature, and learned the changes of scenery before, during and after thunderstorms. This passage is clear and closely related.

Five, read the full text, in-depth understanding

blackboard-writing design

15 thunderstorm

Sky cicada spider

Before a thunderstorm, dark clouds, strong winds and thunder don't call it hanging or running away.

Heavy rain and thunder during thunderstorm

After a thunderstorm, the sun and rainbow are also called sitting on the Internet.

The fourth abstract of Thunderstorm lesson plan: The main content of this paper is about two cases of 18 Thunderstorm excellent lesson plan teaching design. Welcome to read and make valuable comments!

learning target

1. In this class, I can know 4 new words and write 7 new words.

2. Read the text silently, imagine while reading, and read the fourth, fifth and sixth paragraphs with emotion.

3. Feel the change of scenery before the thunderstorm.

Learning focus

1. I can remember four new words in this lesson and write 10 new words.

2. Read the fourth, fifth and sixth paragraphs with emotion.

learning disorder

Feel the change of scenery in the thunderstorm.

Aesthetic perspective: situational beauty and creative beauty.

Preparation before class

1. The courseware reflects the scenes before, during and after the thunderstorm.

2. New word card.

3. Students make new word cards.

teaching process

First of all, introduce.

1. Look at the topic directly. Thunderstorm children have seen it. Who can talk about it?

2. Just now, everyone talked a lot about the thunderstorms they saw, and the author also wrote about the thunderstorms he observed. Let's go into 18 class and feel the Thunderstorm written by the author.

Second, literacy.

1. What scenes did the author write in Thunderstorm? Please read the text by yourself, pay attention to the pronunciation of new words when reading, and ask your deskmate for words you don't know.

Read the text by yourself

2. Show me this sentence: The children read it carefully just now. Have the obstacles to new words been eliminated? The teacher selected four sentences from the text to see if the pronunciation of water can be read correctly and the sentences can be read well. Other children should listen carefully to see if his pronunciation is correct and his sentences are clear.

Read by yourself-read by name-comment-read at the same time

3. Show new words: Can new words be read correctly in sentences, or can they be read well when they appear alone?

Reading at the same table-Men and women study in competition.

4. remember the font: correctly read the names of new friends and remember the looks? How do you remember?

5. Consolidate new words:

(1) Read the words on the new word card by yourself and divide them into large groups.

(2) Literacy in life

Third, study the text.

1. Read the text in large groups

I want to pay attention to thunderstorm when reading. When did you read this part about thunderstorms?

Answer by name (blackboard writing: front, middle and back)

3. Read the text: Do you want to enjoy these three different scenes of thunderstorm (blackboard writing:)

Before the thunderstorm:

(1) Show the courseware: What did you see, hear and feel? (Blackboard: Dark clouds, strong winds, lightning)

(2) According to what you have seen, heard and felt, when do you think this is the scene?

(3) Just now, everyone watched and talked about the scene before the thunderstorm. Now let's read the scene before the thunderstorm written by the author and see what you can read. What did you realize?

Read the text by yourself-answer by name-talk about experience-read it together

(4) Summary: Yes, the weather before the thunderstorm was suffocating. Dark clouds fell like boulders, and strong winds swept across the earth. Lightning and thunder are not to be outdone. What a terrible atmosphere! Tell everyone how you feel about reading aloud, so that the teacher can feel it. Read 1──3 natural paragraphs together.

Thunderstorm:

(1) Show courseware: After a while, it began to rain. What did you hear? (It says on the blackboard: Rain)

(2) How does the author describe it? Please read paragraphs 4-6 by yourself.

(3) How did you feel after watching the second film?

(4) Summary: Yes, thunderstorms change from big to small, which is really unpredictable!

Let's read paragraphs 4-6 while listening to the rain.

After the thunderstorm:

(1) Show courseware: Gradually, the sound of thunder and rain became smaller, and a thunderstorm soon ended. What is the scene after the rain? Who can say something? (blackboard writing: rainbow)

(2) Yes, everything has been washed away by the heavy rain, and everything has become so fresh. Flowers are in full bloom, birds and frogs are singing happily. How do you feel if you are this child now?

(3) Read paragraphs 7-8 with this feeling to see who can read the beautiful scenery after the thunderstorm.

(4) Summary: After the rain clears, I breathe the fresh air and enjoy the beautiful rainbow, and there are frogs in my ears. What a beautiful picture this is.

Fourth, expand

1. Through the study of this lesson, we appreciate the different scenes before, during and after the thunderstorm and feel their different characteristics. I believe this magical nature must have left a deep impression on you. Thunderstorm is so magical, what about spring rain, autumn rain and winter rain? Who can say something?

2. Nature is a colorful picture and a book that can never be read. Walking into nature, you will have more fun and discover more secrets. However, only careful children can feel it. Would you like to be a careful child? Let's observe together, record what we have observed and write an observation diary.

Teaching Design Fragments of Thunderstorm

1. Close your eyes and listen to the dubbing. Imagine what you see. What did you hear?

2. Draw a picture you saw or imagined before the thunderstorm, write a few words under the picture, introduce your picture in the group and communicate.

3. write it. Observe the weather changes this week and write them down in your diary. (Chen Zhanxiang, Dongpo Primary School, Ganhetan Town, Huangzhong County, Xining City, Qinghai Province)

Summary: This article introduces the design of 18 Thunderstorm Teaching II, Thunderstorm, I hope it will help you!

Teaching objectives of the fifth lesson of Thunderstorm;

1, recognize the eight new words in the class and learn the new words appearing in the text;

2. Read the text correctly and fluently;

3. Be able to observe pictures in sequence, cultivate observation ability and form a good habit of observing things carefully;

4. Understand the content of the text and know the scenes before, during and after the thunderstorm.

Teaching emphasis: know the new words and get a preliminary understanding of the characteristics of scene changes before, during and after a thunderstorm;

Teaching difficulty: read the text with emotion.

Teaching process:

Compare the pictures and introduce the topic.

1, (The courseware shows animation and the sound of thunderstorm) Look and listen, what is this? Yes, this is lesson 15: Thunderstorm. Have you ever seen a thunderstorm? What is it like?

2. (There are two illustrations in the courseware) Look, when was the thunderstorm scene? What scenes have you painted? Which scenery is unique to the first picture and which scenery is unique to the second picture? What are the characteristics of the scenery in the two pictures from top to bottom? Think about it, why are the scenery of the two pictures different?

3. Everyone's eyes can be fierce. It can be seen at a glance that when summer comes, there will be a common phenomenon: it rains heavily, but for a short time, the weather changes greatly, which is called-(student answers: it is called thunderstorm. )

The teaching goal of the sixth lesson of Thunderstorm;

1. Learn the second act of Thunderstorm. Focus on the analysis of the main contradictions and conflicts and the characters revealed, and tap the theme of the whole drama.

2. Understand the characteristics of drama and taste personalized language.

Teaching steps:

Firstly, introduce the author and the plot:

Cao Yu, formerly known as Wan Jiabao, was born in a declining bureaucratic family in Tianjin in 19 10, and his ancestral home was Qianjiang, Hubei. He was a playwright with great achievements and wide influence during the Second Revolutionary Civil War. Known as "China's Shakespeare". The four-act drama Thunderstorm shows the intricate entanglements between two families and their members with two stage backgrounds (Zhou's living room and Lu's home) in one day (from 2 am to midnight), and writes the sins and tragedies caused by that unreasonable relationship. Mainly talking about the Zhou family belonging to the bourgeoisie, but also talking about the Lu family who was directly plundered and insulted. In Thunderstorm, the main characters finally died, ran away and became crazy. This fierce tragedy of the script not only profoundly exposes the evil of the bourgeoisie and its vulgar and contemptible mental outlook, but also guides the audience and readers to trace back to the social reasons that caused this tragedy. This is the profound ideological significance of Thunderstorm.

Second, analyze the plot and conflict:

(1) Sorting out the relationship between characters: What are the conflicts between the following characters? What is the main contradiction? (Show Relationship Table)

(2) How does the plot of the first scene develop?

Third, analyze the characters in the conflict.

(1) Does Zhou Puyuan really miss Lu Shiping? Please try to analyze it.

(2) Is Zhou Puyuan's attitude towards Lu Shiping contradictory before and after Yue Se? Why?

(3) What kind of person do you think Zhou Puyuan is?

(Students talk freely)

Teacher's summary:

Zhou Puyuan's character can be summed up in four words: selfish, hypocritical, insidious and cunning. His memory of Shi Ping is sincere, but his memory of Miss Mei 30 years ago will not pose a threat to his present. From this point of view, he is hypocritical. When practical interests prevail, Shi Ping's appearance will destroy his image and threaten his reputation and position. His fierce face and cruel and selfish side are exposed. As Fan Yi said, he is a complete hypocrite.

Fourth, the analysis theme:

Thunderstorm profoundly reflects the real social content in the plot of blood entanglement and coincidence of fate. The conflict between Lu Shiping, Lu Dahai and Zhou Puyuan is essentially a class conflict, and the cruelty of the conflict reflects the inevitable requirement of history. The tragedies of Lu Shiping, Sifeng and others have effectively exposed the evils of the old society and family.

Verb (abbreviation for verb) appreciates the language of the character:

Try to analyze the following dialogue:

Zhou Puyuan (suddenly sternly) What are you doing here?

Lu Shiping is not what I want to come.

Zhou Puyuan, who sent you?

Lu Shiping's life (sad and angry), unfair life sent me here!

Zhou Puyuan (coldly) It took you 30 years to find this place.

(2) Read the following sentences with emotion to understand the character and psychology.

Zhou Puyuan what? Lu Dahai? Him! My son?

Zhou Puyuan (suddenly) good! Have fun! How much do you want now?

Lu Shiping (with tears in her eyes) I-I-I just want to meet my Pinger.

Lu Shiping (crying) is really a group of robbers! (to Zhou Ping) You are Ping. Why did you hit my son?

Six, homework:

(1) What is the symbolic significance of the title of the whole drama Thunderstorm?

(2) Is there a way out for Lu Shiping? Please use your imagination to write a short essay on the topic of "Shi Ping who walked out of Zhou Mansion".

The teaching purpose of lesson 7 of Thunderstorm;

1. Learn the eight new words in this lesson and the new words that appear in the text.

2. Read the text correctly and fluently.

3. Be able to observe pictures in a certain order, cultivate students' observation ability and form the habit of observing things carefully.

4. Understand the content of the text and know the scenes before, during and after the thunderstorm.

Teaching emphases and difficulties:

Preliminary understanding of the characteristics of scene changes before, during and after thunderstorms; Develop the quality of observing things around you carefully.

Teaching AIDS:

courseware

Teaching process:

First, create a situation to stimulate interest

1, lead:

Thunderstorm is a common natural phenomenon in summer. Thunderstorms are magical and interesting. Today, the teacher will go to see Thunderstorm with everyone, ok?

2. Appreciate the multimedia courseware and reproduce the vivid picture of the text situation.

3. Ask students to read aloud while listening to the text, and imagine the changes of natural scenery before, during and after the thunderstorm.

Second, create situations, analyze sentences and guide reading.

1, reproduce the situation before the thunderstorm. Let the students talk about the scene before the thunderstorm.

Understand that sentence: "The sky is full of dark clouds and it is dark."

What does "sky" mean?

② Does the word "pressure" indicate the clouds at that time? How do you feel when dark clouds come straight at you?

(3) Guide reading this sentence.

Understand the "hanging" in "The spider hangs down from the net and escapes". (Use multimedia to help understand)

Find the verb in "A spider hung down from the internet and ran away". Instruct to read this sentence aloud.

Sentence comparison:

Lightning is getting brighter and thunder is getting louder and louder.

Lightning and thunder.

1 comparison. "More and more" means better every time.

(2) Guide reading this sentence.

(3) say a word with "more ... more ...".

2. Reproduce the scene during the thunderstorm. Ask the students to talk about the thunderstorm.

(1) According to the students' answers, the teacher concluded that the rain was urgent and fierce; The scenery is unclear; Time is not long.

② "Whoa, whoa, whoa, it's raining." Please find out the onomatopoeia of this sentence.

Instruct reading aloud: the sound of "wow, wow, wow" indicates that it is raining heavily. Read aloud and pause a little.

③ Sentence comparison:

Gradually, gradually, the thunder died down and the rain died down.

The thunder abated, and so did the rain.

A: Comparison.

B: Guide reading: "gradually, gradually", which means that thunderstorms have a period of time from big to small, from urgent to slow, so read slowly.

C: Say a word with "gradually".

3. recreate the scene after the thunderstorm.

Ask the students to talk about the scene after the thunderstorm.

Read the last part of the text. What scenery did you write? What's the difference between these scenes and before the thunderstorm?

Tell me how many colors there are in the rainbow.

What do you mean "the pond is full of water"?

(4) After a storm comes a calm, everything is washed away by heavy rain, and everything becomes so fresh. Flowers are in full bloom, birds are singing in the branches ... the scenery after the rain is really beautiful! No wonder the little frog squatted on the lotus leaf and stared at the beautiful world motionless.

Develop the training of imagination ability, and guide the students to look at the pictures while imagining: If you are a happy little frog, can you tell us about the beautiful scenery you saw after the rain? What is the dragonfly thinking and saying? What is the bird thinking and saying?

Third, read the text with emotion, and express the feelings before, during and after the rain by reading aloud.

Fourth, homework:

Draw a picture you saw or imagined before the thunderstorm, and write a few words under the picture.

Blackboard writing:

It was beautiful in the thunderstorm before! After ...