As an educator who teaches others and solves their doubts, it is very necessary to carefully design a lesson plan. The lesson plan is a teaching blueprint, which can effectively improve teaching efficiency. So what issues should we pay attention to when writing lesson plans? Below are 6 "Thunderstorm" lesson plans that I compiled for you. You are welcome to read them. I hope you will like them. "Thunderstorm" Lesson Plan Chapter 1
Teaching objectives:
1. By looking at pictures, learning texts, and understanding the characteristics of different scenes that appear in nature before and after thunderstorms, stimulate students to observe nature. interest.
2. Be able to read the text fluently and emotionally, and express different scenes before and after a thunderstorm through sounds.
3. Stimulate students’ interest in learning Chinese through situational simulation.
Teaching focus:
Combining pictures and texts to understand the characteristics of natural scenes before and after thunderstorms.
Teaching difficulties:
Express the different scenes before and after a thunderstorm through reading.
Preparation before class: Multimedia courseware
Teaching process:
1. Create situations and stimulate interest
1. Present blackboard writing and recall Summary
Teacher's description: In the last class, we studied the lesson "Thunderstorm". We know that the text describes different scenery before, during, and after a thunderstorm, and we focus on experiencing the scene during a thunderstorm.
2. Whole class performance, exciting introduction
(1) Exciting: Smart children, can you act out the scene during a thunderstorm?
(2) The whole class performed under the guidance of the teacher
(First, the students put their little hands on the table and banged them to perform thunder. The teacher said, "Thunder." The students picked up the paper. The teacher said, "It's raining." Then, two groups knocked on the table, and the other two groups shook the paper. They performed a thunderstorm, and the teacher said, "A strong wind is coming." The student shook and blew the paper at the same time.)
< p> 3. Study the text and gain multiple insights1. Feel the scene before the thunderstorm
(1) Students freely read paragraphs 1-3 aloud and think while reading: the scene before the thunderstorm What is it like?
(2) Communication, default:
The leaves on the tree did not move, and the cicada did not chirp.
①Imagine speaking: Yes, why don’t the cicadas crow anymore? Cicadas, what's wrong with you? (Boring)
②Comparative sentences
A. Show: The leaves on the tree don’t move, and the cicada doesn’t chirp.
The leaves on the tree were motionless, and the cicada made no sound.
B. Communication: What did you find? Which sentence do you like? Why?
C. Imagine, how would you feel in such sultry weather? Are there other animals? How will they react? Use "一...也..." to practice speaking
Suddenly a strong wind blew the branches swaying wildly. A spider dangled from the web and escaped.
① Situation simulation, students perform "branch swinging"
②Experience the "strong wind"
③Read aloud to show the "strong wind"
④When a strong wind blows, what else will happen?
Imagine speaking:
A. Show: Suddenly, a strong wind blew.
B. Communicate with deskmates
C. Talk by name
⑤Imagine talking: How did the spider escape?
⑥Why don’t you use “escape”, “jump”, etc. instead of “hang” in situational understanding?
⑦Guide to writing: Escape
⑧Discussion at the same table: Why does it run away in a hurry?
⑨Guide to read aloud and read out the fear of spiders
The lightning is getting brighter and the thunder is getting louder and louder.
① The courseware demonstration makes the thunder louder and louder
② Model reading - named reading - reading together
③ Comparing sentences
A. Show:
Lightning flashed, thunder sounded, and the rain fell heavily.
The lightning is getting brighter and brighter, the thunder is getting louder and louder, and the rain is getting heavier and heavier.
B. Practice speaking with "the more...the more..."
④Read together
(3) Read Chapters 1-3 of Nature together with emotion part.
2. Feel the scene after the thunderstorm
(1) Show pictures after the thunderstorm
(2) Talk about feelings
(3 ) Guided reading: The rain has stopped and everything is so beautiful. So with what mood should we read aloud the 7th and 8th paragraphs describing the aftermath of the thunderstorm?
(4) Name students to read → read as a whole class
(5) Sentence practice
① Show: The pond is full of water, and the frogs are also The rain has stopped
②Name and comment
③Complete the fourth question on page 28 of the homework book
(6) Knowledge expansion
①Multimedia shows several groups of beautiful rainbows for students to appreciate.
②Understand the reasons for the formation of rainbows
4. Summarize the conversation and expand reading
1. Teacher Summary
2. Extended reading "Summer"
Summer
In the summer afternoon, the sun is like a big fireball.
The willow leaves are curling, the flowers are bowing their heads, and the lake is heating up. Isn’t the little fish cooked? Ah, don’t worry, don’t worry. The dragonfly is coming, flying very low, flying in circles on the lake, reporting the good news: “It’s going to rain, it’s going to rain!” ”
The wind came, the clouds darkened and flashed, and Father Thunder came running! Wow! Wow! The heavy rain started to fall happily.
It rained for a while, the wind passed, the clouds dispersed, the lightning stopped, and Eunuch Lei went home. The sun came out again, and a rainbow hung in the sky.
The willow leaves and flowers are dripping with water, as if they had just taken a bath, so clean and energetic. In the lake, the little fish swim happily with their tails wagging.
Beside the lake, some people were enjoying the shade and some were walking. A group of primary school students walked on the stone arch bridge. The lake is like a mirror, reflecting the sky, the bridge, and the group of primary school students crossing the bridge. Ah! They are like a flock of birds flying over the rainbow after the rain.
Blackboard writing design:
Qian Yue,,,, Yue,,,,,
15. Gradually, gradually in the thunderstorm
< p>After,,,,,also,,,, "Thunderstorm" Lesson Plan Chapter 2The text "Thunderstorm" vividly depicts a summer thunderstorm in concise language. The full text unfolds the narrative clearly in the order of before the thunderstorm, during the thunderstorm, and after the thunderstorm. The three parts have distinctive features, the description of the scene is detailed and realistic, and the language is beautiful and fascinating. Through the teaching of this article, it is conducive to students' profound experience of nature, and at the same time, it cultivates students' emotions of observing life and loving nature.
1. Learn new characters, new words, and accumulate vocabulary.
2. Read the text silently and imagine while reading. Can read the scenes before, during and after a thunderstorm in different tones.
3. On the basis of reading the text aloud, grasp the key sentences to understand how the scenery changes before, during, and after the thunderstorm.
4. Cultivate students' love for nature and stimulate their strong interest in observing things.
Grasp key words, sentences and paragraphs to guide reading and cultivate students' understanding and perception abilities.
Understand the meaning of key words and sentences, and understand the changes in nature before and after thunderstorms through emotional reading.
Vocabulary cards, multimedia courseware
Two lessons
The first lesson (omitted)
The second lesson
1. Review, consolidate and check words
1. Show the new word card and read it by name.
2. Show the words in the courseware, recognize them and then read them together.
2. Overall perception and sorting out the order
1. Read the text freely and think about the scenery at which times the text revolves around thunderstorms?
2. Write on the blackboard based on the students’ answers. (Writing on the blackboard: front, middle, and back)
3. Read aloud to taste and comprehend the artistic conception
(1) Study the part of "Before the Thunderstorm"
1. Read the text silently , what scenery did the author describe before the thunderstorm?
2. Answer by name. The teacher will guide and give instructions based on the students’ answers.
(1) Guide the understanding of reading "The sky is full of dark clouds, and the darkness is pressing down."
a. What does "darkness" write? How does "pressure" feel to you? (Written on the blackboard: boring)
b. The courseware shows the situation of dark clouds pressing down heavily.
c. Guide you in reading this sentence.
(2) Guide reading comprehension: "Suddenly a strong wind blew the branches swaying wildly. A spider hung down from the web and escaped."
a. Question: Which one in the text Words tell us it's a strong wind? (Messing around) Why add "suddenly"?
b. Students read the text and understand the role of words and sentences in the text in conjunction with the context.
c. Use the courseware to show the scene of a spider hanging down to escape, and understand the meaning of "hanging".
d. Guide reading and experience the changes in the weather.
(3) Guide the understanding of reading aloud "The lightning is getting brighter and brighter, and the thunder is getting louder and louder."
a. Combined with your own feelings, read out that the lightning is getting brighter every time, The thunder got louder every time.
b. Instructions to practice speaking using "the more...the more..."
3. Summary of teachers and students. (Write on the blackboard: Afraid)
(2) Study the part of "During a Thunderstorm"
1. The courseware plays the scene of "During a Thunderstorm".
2. Choose your favorite method to teach yourself 4, 5, and 6 natural paragraphs, and mark the parts you don’t understand.
3. Students question.
4. Screen valuable problems and teachers and students can help solve them together.
5. Grasp the three words "wow" and the two words "gradually", and guide the reading aloud, so that students can experience how hard it rains, how fast it rains, and how it changes from heavy to light.
6. Students imagine: What other things cannot be seen clearly in the rain?
7. Guide reading this part emotionally. You can practice in the form of "named reading - free reading - challenging reading".
8. Summary. (Write on the blackboard: The rain is heavy)
(3) Study the part of "After the Thunderstorm"
1. The teacher emotionally demonstrates the reading of paragraphs 7 and 8 to the music, and the students talk about their feelings after appreciating it. .
2. Group cooperative learning and use pens to draw out what scenery the author described after the rain.
3. Report and communicate, and understand key words such as "hang" and "sitting" through reading aloud.
4. Guide reading these two paragraphs. Read your own feelings and moods.
5. The courseware plays the beautiful scenery of "After the Thunderstorm". Students appreciate the beauty of the sky after the rain and talk about their feelings and read aloud.
6. Guide imagination: If you were a child in the picture, what else would you see after the thunderstorm? What do you want to do? Please write it out in one or two sentences before communicating.
7. Read paragraphs 7 and 8 together.
8. Summary. (Writing on the blackboard: Jingmei)
4. Review and summary Extracurricular extension
1. Guide students to summarize after reading the writing on the blackboard, so that students will know how to develop the good habit of careful observation.
2. Assign students to write down the natural phenomena they observe outside class.
Attachment: Blackboard writing design
Fear in the front
Heavy rain in thunderstorm
Beautiful scenery in the back "Thunderstorm" lesson plan 3
p>
Teaching objectives:
1. Be able to recognize 4 new characters and write 12 characters.
2. Read the text silently and be able to imagine while reading. Read the text emotionally and express the different scenes before and after a thunderstorm through sounds and pictures.
3. Have interest in observing the weather and be able to write an observation diary.
Key points and difficulties in teaching:
1. Key points: recognition, writing, and reading texts.
2. Difficulty: Understand the writing sequence of this article, read aloud, and write the word "chui". Observation diary writing.
Teaching methods:
Lecture method, demonstration method, situational teaching method.
Teaching preparation:
Wall chart, player, homemade spider web.
Class schedule:
Two class periods
Teaching process:
First class period:
1. Introduction New lesson:
1. Show two sets of words. Who can read them?
Drizzling rain, heavy rain, spring rain, and violent storms
What did you discover when you read these words? (They all describe rain) Writing on the blackboard: Rain.
2. Yes, rain has a temper. Sometimes it is gentle, sometimes it is violent. What kind of temper will the rain we are going to get to know today have? Listen, it's coming! (Thunderstorm sound plays) What kind of rain is this? Writing on the blackboard: Lei.
2. Read the text carefully and accumulate new words:
yāluàn ch?n chuí hóng
Black and chaotic, dark and dejected, rainbow
táo zhī zhūzhan yuachán
The spider escaped in a strong wind and the cicada became brighter and brighter
3. Self-reading and self-enlightenment.
1. Read the text freely, read the pronunciation of the characters correctly, read the sentences thoroughly, and ask the little fish below if you don’t know the words.
2. Divide the text into natural paragraphs while reading and let students divide the text into three parts.
2. What is the main content of the text?
Follow the students’ answers to the teacher’s writing on the blackboard: before the thunderstorm – during the thunderstorm – after the thunderstorm
The second lesson:
1. Review new words and introduce new lessons:
1. Students read the new words together.
2. Play the text and read it aloud.
2. Read the text aloud and study the text:
(1) Study "Before the Thunderstorm":
1. Read 1-3 natural paragraphs aloud and show the wall chart 1: What do the students see from the picture? ——Dark clouds, trees, cicadas
2. Compare natural paragraphs 2 and 3. What is the difference between natural paragraph 1? (Imagine the natural paragraphs 2 and 3) - The tree was blown wildly by the strong wind, the spider ran away quickly, and there was lightning and thunder.
3. Analyze the key sentences:
——"The dark clouds all over the sky are pressing down heavily."
"Dark and heavy" describes the number of dark clouds. thick.
——"The leaves on the trees were motionless, and the cicadas were silent."
Emphasizing that there is no wind, describing the weather as very boring.
——“Suddenly a strong wind blew, causing the branches to sway wildly.”
“Swaying wildly” indicates a strong wind; “suddenly” expresses the rapid change of weather. ——"A spider hung down from the web and escaped."
Use homemade teaching aids to let students distinguish between "hanging" and "falling". Hanging: Things hang down from one end, which vividly depicts the scene of spiders falling with the spider web. It makes people feel that the wind is very strong, and even spiders are afraid.
——"The lightning is getting brighter and brighter, and the thunder is getting louder and louder."
Write that the lightning and thunder are getting stronger and stronger. Use the music player to play the sound of thunder and slowly turn up the volume so students can feel the word "more and more."
4. Use "more and more" to make sentences orally when naming.
Writing on the blackboard: Before the thunderstorm: Sultry heat - strong wind - lightning and thunder
(2) Study "In the Thunderstorm":
1. Show the flipchart 2 , observe the wall chart combined with the text, and compare it with before the thunderstorm.
2. Analyze the key sentences:
——"Wow, wow, wow, the rain is starting to rain."
The three "wow" expressions reflect the meaning of rain. It fell hard and fast.
——“Looking out the window, the trees and houses can’t be seen clearly.”
“Can’t see clearly” means it’s raining very hard.
——"Gradually, gradually, the thunder became smaller and the rain became smaller."
The two "gradually" indicate that the thunder and the rain were at the same time. A little, slowly getting smaller.
3. Use "gradually" to make sentences orally when naming.
Writing on the blackboard: In a thunderstorm: It starts to rain - the harder it falls - gradually becomes smaller
(3) Study "After the Thunderstorm":
1. Show Wall chart 3, observe the changes after the rain.
Rainbow, cicada, spider, pond, frog.
2. Analyze key sentences.
——"A rainbow hangs in the sky."
The word "hang" makes people feel like someone is hanging a colorful ribbon in the sky. ——"The spider sat on the web again."
The word "sitting" makes people feel that after the thunderstorm, the spider is so leisurely and happy again. Blackboard writing: After the thunderstorm: fresh - beautiful - full of vitality
Emphasis: The entire article is written in chronological order.
3. Read the full text emotionally.
IV. Guidance on new words (I can write):
1.
2.
3. Learn to "hang and escape" stroke order. The student's book is empty and painted in red. Teachers inspect and guide. Pay attention to the writing patterns of individual students.
5. Homework assignments:
1. Use the dotted words in the sentence "read, read, write and write" to make sentences.
2. Pay attention to weather changes and write an observation diary.
6. Blackboard writing design:
18. Thunderstorm (chronological order)
Before the thunderstorm: sultry heat - strong wind - lightning and thunder
< p> During a thunderstorm: the rain starts to fall - getting heavier - gradually getting smallerAfter the thunderstorm: fresh - beautiful - full of life
7. Teaching reflection: < /p>
Although the text "Thunderstorm" is not long, it involves a wide range of knowledge and rich content. I have arranged two classes, and the open class is the second class period of this text. Considering that the students in our class have poor self-control ability and are noisy in class, during the teaching preparation process, I prepared flip charts, players and other self-made teaching aids.
For students who have never been exposed to teaching aids, it feels very fresh, and their attention follows the teacher throughout the class. This is not just "Thunderstorm" Lesson Plan 4
Learning Objectives
1. Can recognize 4 new words such as "press", and can write 12 words such as "下".
2. Read the text silently, and be able to imagine while reading. Read the text emotionally, and be able to use different words Read the scene before, during and after the thunderstorm with the tone.
3. Understand how the scenery changes before, during and after the thunderstorm, be interested in observing the weather carefully, and be able to write observations Diary.
Preparation before class
1. Teaching wall chart. If possible, courseware can be produced to reflect the scene before, during and after the thunderstorm.
2 .Word cards.
The first lesson
Connect with life and reveal the topic
Thunderstorms often occur in summer afternoons. Can you tell me about it? The scene during a thunderstorm?
(After the teacher affirms the students’ experience, he reveals the topic and looks at how the text writes about thunderstorms)
First reading of the text, literacy and word learning
1. Silent reading The text requires accurate pronunciation and reading through the text. The teacher patrols and provides focused individual guidance to students who have difficulty in reading.
2. Read the word cards. (Dark, chaotic, and rushing towards you. .Rainbow. Spider. Cicada. Louder and louder. Hanging. Pressing)
3. Compose words with new words, requiring students to find words and sentences with new words from the text.
a. Pressure──press down; the dark clouds in the sky are pressing down heavily.
b. Chaos──swaying randomly; suddenly a strong wind blew the branches to sway randomly.
c. Hang down - hang down; a spider hangs down from the web and escapes.
d. Rainbow - rainbow; a rainbow hangs in the sky.
4. Deskmates Listen to each other read the text, and each person reads a paragraph, consolidating literacy and learning new words during reading.
Read aloud to gain insights and clarify the context
1. Name the text and read it in sections.
2. Teacher’s quotation. (Before the thunderstorm: The sky is full of dark clouds...the leaves on the trees...suddenly a strong wind...wow, wah, wah, the rain started to fall...
The rain stopped...)
3. Let students look for which paragraphs of the text describe the scene before the thunderstorm, which paragraphs describe the scene during the thunderstorm, and which paragraphs describe the scene after the thunderstorm Scenes, mark them on the book respectively.
4. Instruct students to read these three parts with different intonations, and carefully understand the different scenes before and after the thunderstorm.
5. Divide into groups Read aloud, and the teacher will give random guidance. "Thunderstorm" Lesson Plan Chapter 5
Targeted knowledge and abilities:
Go into the works, get close to the masters, learn to appreciate, and through personalized and action-packed Language analysis of characters.
Process and methods:
1. Select topics independently, work in groups, explore and learn, carry out role-based readings, try debates, fully reflect students' dominant position in the classroom, and cultivate their Reading ability, oral expression ability, thinking ability and inductive understanding ability.
2. Learn to query, analyze, identify, filter, organize, accumulate and utilize information with the help of modern information technology. The concept of integrating information technology and curriculum, the concept of multiple intelligences, and the basic concept of research-based learning are throughout the entire process of classroom teaching.
Emotional attitudes and values:
Recognize the decadence of bourgeois families with strong feudal character and reveal the evils of semi-feudal and semi-colonial society.
Teaching analysis
1. Analysis of teaching materials: "Thunderstorm" is the first lesson of the third unit of the fourth volume of high school Chinese. It is intended to guide students in interpreting the script and pay attention to personalization and taste. Character language rich in action, grasp the sharp and concentrated dramatic conflicts, and understand how the characters' personalities are displayed in the development and changes of conflicts. Based on the requirements for drama in the "Course Standards", attach importance to the practical activities of reading and appreciating works; provide necessary information on writers' works, guide students to collect relevant information from books, periodicals, and the Internet, or use multimedia and other teaching aids to enrich their understanding of the works. ; Organize discussions to exchange experiences on appreciating reading. In order to understand the value judgment and aesthetic orientation shown in the works, make appropriate evaluations, enrich and deepen the understanding of history, society and life, and improve literary accomplishment.
2. Analysis of teaching objects: Classes (5) (6) in the second year of high school are science classes. They are not very interested in Chinese language learning, and their interpretation of the script is still at a superficial level. Through the form of debate, it is of great benefit to improve their expression and thinking skills. In addition, using the Internet, a popular mode for students, to search for information can not only cultivate information literacy, but also stimulate students' thirst for knowledge and cultivate their spirit of exploration. .
Key points and difficulties
Analyzing characters through personalized and action-packed language is the focus of teaching. To solve this problem, students form their own groups based on their interests and hobbies. Carry out role-based reading.
"Is Zhou Puyuan's memory of Shi Ping real or hypocritical?" is a difficult point in teaching. In order to solve this problem, students, under the guidance of teachers, use books and the Internet to collect information, and analyze the collected information. Organize, analyze, and summarize data and conduct debates.
Teaching preparation
Teacher: Recommend ways to collect information, summarize, organize and distribute the information collected by students to achieve maximum sharing of resources.
Students: collect information, read scripts; select and recommend readers and debaters.
Strategic Teaching Methods
Use various teaching methods such as reading, argumentation, and induction to guide students to explore important and difficult points in teaching; use multimedia, network and other auxiliary teaching methods to improve teaching efficiency.
Teaching process
(1) Situation introduction: stimulate emotions and create atmosphere. (about 1 minute)
(2) Review the past (about 4 minutes)
1. Summarize the plot of "Thunderstorm"
2. Understand the intricate character relationships (love relationship, blood relationship, class relationship), and then understand the conflicts.
(3) Learn new things (about 20 minutes)
1. Read aloud emotionally by character (about 8 minutes)
2. Summarize the characters (about 8 minutes) About 12 minutes)
(4) Breakthrough of difficult points (about 10 minutes)
Mock debate
Positive: Zhou Puyuan’s memory of Shi Ping is real
p>
Opposition: Zhou Puyuan’s memory of Shi Ping is hypocritical
(5) Summary evaluation (about 3 minutes)
1. Process evaluation (mainly teacher evaluation)
2. On-site performance evaluation (discussion evaluation between teachers and students)
3. Research depth evaluation (mainly teacher evaluation)
4. Comprehensive quality evaluation (students’ evaluation) Mainly elections)
(6) Extracurricular development (assignment of homework) (about 1 minute)
(7) Conclusion: (about 1 minute) "Thunderstorm" Lesson Plan Chapter 6
p>
"Thunderstorm" is the fourth volume of reading text with pictures. The text describes the changes in the natural scene before, during, and after a thunderstorm. In the teaching design of the lesson "Thunderstorm", I skillfully used multimedia to combine the classroom teaching environment to create vivid, vivid and contagious text situations. In the process of strengthening language ability training, I combined observation and imagination abilities. , The training of thinking ability stimulates students' interest in learning and enthusiasm for active learning, and effectively improves the quality of classroom teaching. Next, let’s talk about the teaching design of “Thunderstorm”.
1. Create situations and stimulate interest
At the beginning of teaching, I played the song "Thunderstorm in Summer" and asked students to look at the first illustration of the text (describing a thunderstorm) Before; changes in natural phenomena during thunderstorms), listening to the rumbling thunder and the sound of rain, creating an immersive feeling, and specifically experiencing the changes in the natural scene before and during the thunderstorm. In order to arouse students' interest in learning the text and create suspense in exploring the mysteries of nature, I designed the following introduction:
Thunderstorm is a common natural phenomenon in summer. Thunderstorms are unpredictable and very interesting. Today, the teacher will go watch a thunderstorm with everyone, okay?
In order to make students perceive the full text as a whole, I designed the following situational teaching links: let students listen to the recording of the text and enjoy the reproduction of the multimedia courseware Draw vivid and realistic pictures of the text situations, while imagining the changes in the natural scene before, during, and after the thunderstorm. Mobilizing students' visual and auditory organs also promotes the development of image thinking activities and stimulates students' strong interest in learning texts.
2. Create situations and analyze sentences.
Creating situations can help guide students to carry out language learning activities of analyzing sentences. I made the following teaching design: after students initially perceive the content of the text, I will grasp the key words and sentences and guide them to analyze the words and sentences. For example, to understand the sentence: "The sky is full of dark clouds, pressing down heavily." I turned off the lights in the classroom and asked the students to look at the picture: Thick black clouds covered the entire sky, and the sky was very dark. Let students feel the changes in natural phenomena before thunderstorms. The following questions were designed to guide students to analyze sentences:
① What does "man sky" mean ② "Black and deep" describes how the dark clouds changed ③ The word "pressure" explains how the clouds were at that time. How do you feel when dark clouds are pressing down on you?
When guiding students to understand the sentence "The spider hung down from the web and escaped", "hanging" is more abstract and difficult to understand. I used multimedia production The changing movements of the spider hanging down turn abstraction into intuition. Through observation, students can quickly answer:
"'Hanging' means that the spider comes down from the web along a thread." < /p>
3. Create situations, observe and imagine
The natural scenes before, during and after a thunderstorm are different. I asked students to use the method of comparative observation to carefully observe each picture and find out the changes in the natural scenery at different stages before, during and after the thunderstorm.
For example: how the sky changes before, during and after a thunderstorm, small trees, cicadas, spiders, thunder, rain, and lightning. By instructing students to use the method of observation and comparison to look at pictures with purpose, focus, and order, we train students observation ability.
The natural world after a thunderstorm is a very beautiful picture. In order to create a beautiful atmosphere, I let the students accompany the soft music and listen to the teacher’s introduction to appreciate the beautiful scenery of nature after the rain: After the rain, the sky Sunny, everything has been washed away by the heavy rain, and everything has become so fresh. The flowers bloomed, and the pony sang on the branches... The scenery after the rain is so beautiful! No wonder this little frog is also squatting on the lotus leaf. Watching this beautiful world motionless.
I use the camera to train my imagination and guide students to look at pictures. While imagining: If you are a happy little frog, can you tell everyone about the beautiful scenery you see after the rain? What will the dragonfly think and say? What will the bird think and say... In this way, your imagination will be improved Training and speaking ability training are organically combined.
4. Create situations and develop thinking
Lower grade students’ thinking is mainly based on concrete image thinking. Creating situations to turn abstract language into intuitive and perceptible pictures is the best way to cultivate students' thinking ability. To this end, I designed the following questions:
Children, look at the picture. Before a thunderstorm, please look carefully and listen carefully for any changes in the sky. (Ask students to watch the relevant video before the thunderstorm)
How does the text describe the scene before the thunderstorm
By looking at the picture, talk about how you understand the meaning of the word "more and more".
Since the multimedia courseware has vividly displayed the process of lightning, thunder, and symphony before the thunderstorm before students' eyes, students can quickly understand that "more and more" means getting better and better each time. powerful. In order to help students consolidate their understanding and application of the word "more and more", I asked students to watch animation clips about the growth of plants and animals displayed in multimedia, and then perform fill-in-the-blank exercises: _______ more and more _________. Allow students to deepen their understanding of abstract related words through sentence fill-in-the-blank exercises, thereby developing students' abstract thinking abilities.
5. Create situations and guide reading
Reading the text emotionally and expressing the feelings of appreciating the beautiful scenery before, during and after the rain through reading aloud are the teaching goals of language training one. By creating situations, I guide students to read the text emotionally. When instructing the students to read aloud the language fragments describing the thunderstorm, first let the students watch the video to understand that the rain was heavy and the rain gradually stopped from heavy to light. Then guide students to understand the sound of "wow, wah, wah", which means that the sound should be louder and louder, and the sound should be louder and the pause should be shorter. "Gradually, gradually" means that the thunderstorm takes a while from big to small, from rapid to slow, so it should be read a little slower. The language fragments that describe the natural scenery that has cleared up are very beautiful. I asked the students to look carefully at the scene of clearing after the rain and find out the beautiful scenery after the rain depicted in the picture. In the process of searching for beauty, it stimulated students' aesthetic taste and usefulness. The desire to read the text emotionally.