The so-called conformity with science means that teachers should conscientiously implement the spirit of curriculum standards, and determine teaching objectives, key points and difficulties according to the inherent laws of textbooks and students' reality. Next, I will bring you a lesson plan for the second grade thunderstorm text. I hope you like it!

Thunderstorm Text Teaching Plan for Grade Two 1

Learning objectives

1. I can recognize 4 new words such as "pressure" and write 12 words such as "vertical".

2. Read the text silently, and imagine while reading. Read the text with emotion, and read the scenes before, during and after the thunderstorm in different tones.

3. I feel how the scenery changes before, during and after a thunderstorm. I am interested in observing the weather and can write an observation diary.

preparation before class

1. teaching wall charts, and courseware that reflects the scene before, during and after a thunderstorm can be made if conditions permit.

2. new word cards.

In the first class,

Contact with life and reveal the topic

Thunderstorms often occur in summer afternoons. Can you tell me something about the thunderstorm?

(After the teacher affirms the students' experience, reveal the topic and see how the text is written about thunderstorm)

Read the text for the first time, learn words by literacy

1. Teachers patrol and give individual guidance to students who have difficulties in reading.

2. read the word card. (dark, chaotic, head-on, rainbow, spider, cicada, louder and louder, drooping and pressing)

3. Group new words, ask students to find words and sentences with new words from the text.

a. press-press down; Dark clouds all over the sky, dark pressure down.

B. Chaos-chaos; Suddenly, there was a strong wind, and the branches were scattered.

C. hang down-hang down; A spider hung down from the net and ran away.

D. rainbow-rainbow; A rainbow hangs in the sky.

4. Listen to each other's texts at the same table, and each person reads a paragraph, so as to consolidate literacy and learn new words during reading.

Read the sentiment and clarify the context

1. Read the text by name and section.

2. the teacher leads the reading. (Before the thunderstorm: dark clouds all over the sky ... leaves on the tree ... suddenly there was a strong wind ... wow, wow, wow, it began to rain ...

The rain stopped ... ……)

3. Let the students find out which paragraphs in 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, respectively.

4. Guide students to read these three parts in different intonations, and feel the different scenes before and after the thunderstorm.

5. Read aloud in groups, and the teacher will guide you at random.

in the second class

read the text silently

imagine the scene before, during and after the thunderstorm while reading.

Reading in sections

1. Before the thunderstorm: Read by name, and then talk about it. What did we see before the thunderstorm?

teacher's summary: dark clouds-strong winds-lightning-thunder.

2. Thunderstorm: Read aloud by name. After reading, ask the students to talk about the scene of a thunderstorm in connection with their own life experience.

teacher's summary: the sound of rain and thunder is from big to small

the sky is from dark to bright, and the air is fresh

3. After the thunderstorm: read aloud in unison and feel the beautiful scenery after the rain.

comparative words and expressions

1. Before the thunderstorm: the dark clouds all over the sky came down _ _ _ _ _ _ _ _ _. A spider got off the Internet _ _ _ _ _ _ and ran away. The cicada doesn't make a sound.

2. after a thunderstorm: a rainbow _ _ _ _ _ _ _ _ is in the sky. The cicada called. Spiders are _ _ _ _ _ _ _ _ _ on the Internet again.

Compare the usage of the words "press", "hang", "hang" and "sit" and realize the exact use of these four words.

Consolidate literacy

1. Show the new words in this lesson and the words that you are required to write, and recognize them by name and collectively.

2. exchange memorization methods at the same table, and students introduce their own literacy methods to their classmates.

Class exercises

1. Guide the writing of new words.

2. Finish the exercise "Read and Copy" after class.

Extracurricular extension

1. Pay attention to the weather changes and write an observation diary.

2. Expand reading Summer.

Summer

In the summer afternoon, the sun is like a big fireball.

willow leaves are curled, flowers are hanging their heads, and the lake is getting hot. Small fish should not be cooked! Ah, take it easy, take it easy! Dragonfly came, flying very low, circling on the lake, reporting good news: "It's going to rain, it's going to rain!" "

The wind is coming, the clouds are getting dark, and it's flashing. Grandpa Lei is coming! Wow, wow, wow, the heavy rain fell happily.

It rained for a while, and the wind went away, and the flash stopped. Grandpa Lei went home. The sun came out again and a rainbow hung on the horizon.

willow leaves and flowers are dripping with water drops, just like taking a shower, how clean and energetic. In the lake, how happy the little fish are swimming with their tails wagging.

By the lake, some people enjoy the cool while others take a walk. A group of pupils walked on the stone arch bridge. The lake is like a mirror, according to the sky, according to the bridge, according to the group of primary school students crossing the bridge. Ah! They are like a flock of birds flying over the rainbow after the rain.

Thunderstorm Text Teaching Plan for Grade 2

Teaching content:

The second lesson of Unit 5, Volume II of Grade 2 Primary School Chinese by People's Education Press

Teaching objectives:

1. Read the text silently and imagine while reading. Read the text with emotion and express the different scenes before and after the thunderstorm through the sound.

2. Be interested in observing the weather, and be able to keep an observation diary.

3. Read Language of Nature and Walking into Nature in New Language Theme Reading, and learn about eight languages of nature through reading aloud.

4. You can express your love for nature by reading aloud.

teaching emphasis:

combine pictures and texts to feel the different characteristics before, during and after the rain.

Difficulties in teaching:

Interested in observing the weather, able to keep an observation diary.

teaching aid: multimedia courseware.

Teaching methods: situational teaching method and reading comprehension method

Teaching process:

1. Introducing new lessons

1. Knowing so much natural language, have you ever heard the symphony of nature-thunderstorm? Please close your eyes and listen to the thunderstorm. (Play the courseware)

2. Teacher: What words do you think of when you hear this thunderstorm? .

3. Transition: Students, summer is scorching, the sun is like fire, and a thunderstorm brings coolness, cicadas and frogs, and a group of children have fun! Thunderstorms bring infinite fun to summer! Do you want to take a walk in the rain? In this class, we will walk into nature together and listen to the symphony of nature-thunderstorm! (point out the topic)

4. Write on the blackboard.

Second, learn words

You learned the new words in the article yesterday. Do you still know them?

1. Word check (courseware shows words)

2. Reading words while driving a train

3. Performing reading "swinging down and hanging down"

4. Instructing to write the word "hanging down"

3. Reviewing the text content

1. Remember these three pictures? (The courseware shows three pictures)

2. Who can tell me what these three pictures show?

teacher's summary: these three pictures show the development and change of thunderstorm.

(Teacher writes on the blackboard: Before the rain, after the rain)

Teacher 4: Do you remember which natural paragraphs are written before the rain, which natural paragraphs are written in the rain and which natural paragraphs are written after the rain?

5 Read the text: Teacher: Let's read this different scene again and feel the change process of thunderstorm.

Fourth, learn the paragraph before the rain

Transition: Now let's go into the text to see the situation before the thunderstorm.

Show me the reading tips: Please read the first to third paragraphs of the text silently and find out what scenery is described in the text. Draw the words with a pencil.

1. The first natural paragraph

(1) What are the dark clouds like? What can you see about clouds from the sky? What can you learn from the word dark? How does it feel to be pressed down?

(2) Who can read the feeling of pressing down! (Practice reading)

(3) Introduction: Naive and boring! No wonder the leaf on the tree-cicada-

(4) Teacher: This is the cicada. (Drawing) What's its other name? (I know! )

What can you feel from being motionless? What can you feel without saying a word?

(5) Practice reading sentences

2. The second natural period

Transition: Before the thunderstorm came, it was dark, the air was so sultry and humid that there was no wind. Even the cicadas who loved singing kept their mouths shut and waited quietly for a heavy rain. But this depressing atmosphere changed in a blink of an eye.

(1) Introduction: Suddenly, a strong wind made the branches disorderly, and a spider hung down from the net and ran away.

(2) Who broke the dreariness before the rain? Which word means that the wind comes quickly? How strong is the wind? What else can explain the strong wind? Look at the following sentences and think about it.

(3) How did the spider escape? Find a word in the article. Why don't spiders climb down from trees?

(4) How much rain will it be behind such a strong wind? Run quickly! Practice reading sentences.

3, the third natural paragraph

(1) After the gale, (click on the courseware) read the sentences.

(2) Practice reading aloud.

5. Learn the paragraph in the rain:

Teacher: With the call of everyone, the thunderstorm has finally come!

Look-(courseware appreciation)

1. Read it by yourself and read out the changing process of rain from big to small.

2. What a heavy rain! How does it feel to fall on our heads, shoulders and bodies? This is summer! How do you feel differently?

3. What's it like to sit inside and go outside? Can't see what? This scene can be described in one word?

4. The whole world has put on the coat made of rain. Let's read the paragraphs in the rain together and let us feel the magic of thunderstorm again!

6. Learn the paragraphs after the rain.

Transition: The rain has stopped. Please ask a classmate to read the last paragraph to everyone.

1. What words come to mind when you see the rainbow?

(unfamiliar words) (rainbow) What colors are there? Everyone says one!

2. Red, orange, yellow and green-how can it not be beautiful? What about your smiles when you see such a beautiful rainbow? Read the last paragraph with such an expression!

3. (Click on the courseware) Listen! Cicada called! It is expressing its joy with sound! (Click on the courseware) The spider finally came back and sat on the Internet. What will it feel at this moment? (Click on the courseware) Even the little frog wants to praise loudly with you! Please read the last paragraph with action and emotion again.

7. Practice

1. Ordering: I understand the text. Can you arrange these sentences in the correct order?

2. Exercise 2:

(1) The sun and the rainbow. I want to hang the rainbow in the sky first, and then write about the sun, ok?

(2) There are cicadas and spiders in the tree, so can they be reversed?

(3) In what order did the author observe the scene after the rain?

(Click on the courseware) From top to bottom.

VIII. Summary

Teacher: After learning this text, we should not only understand the process of thunderstorm development and its characteristics, but also learn the method of writing observation diary from the text. In fact, this text is an observation diary. Let's change it into a diary format.

teacher's blackboard writing: observation diary

1. The diary format is required. What do you want in the first line?

2. What should I pay attention to when writing an observation diary? This little nursery rhyme can help you.

-read children's songs

9. Expand

1. The teacher invites you to watch some pictures after the rain, so you should observe them carefully and expand your imagination.

2. Students, think about it. What are the beautiful scenery after the rain?

3. Homework: Observe the diary. It has stopped raining ...

Write down what you just observed after the rain and your own imagination.

Thunderstorm Text Teaching Plan 3 for Grade Two

Teacher: Everyone has taught themselves the text by pinyin. Can you read it down?

health: yes.

Teacher: Now, everyone take the books and try to read them once. Listen to how other students read the words they don't know.

health: (read the text together) lightning and thunder, dark clouds turn over, the branches are broken by the strong wind, chickens, ducks, cats, dogs, pigs and cows run away, and raindrops are like lines.

teacher: what words did you know in self-study? Compare, who knows more?

health: I know the words "cloud", "wind" and "thunder".

health: I know "Zhi", "Yu" and "Niu".

Student: I know "bird" ...

Teacher: Students are so smart that they can recognize these words by themselves, and they don't need the teacher to teach them. How do you remember so many words? Tell the teacher if you have any good ideas.

health: when I remember "bird", I think that "bird" is similar to "Wu", with a little bit of "bird" and no bit of "bird".

teacher: it's very good of you to think that birds are animals (referring to a point in the word bird), which is more like birds' eyes. Black means black, so there is no such thing. (Facing the students who spoke) You are so great that you can make new discoveries. Let's give some applause! That's a good note. Do you have any other good methods?

health: I remember the word "tree". A tree is a wooden word with a right word.

health: I know that trees are related to wood, so trees have wooden characters beside them.

student: teacher, I can see whether the word "tree" or the word "power" plus the word "inch".

teacher: you have a good eye. even the teacher didn't expect you to know the word "right". You are so smart to remember one word, review so many words, and help everyone know a new word "right". Read these words together.

student: (read it all together)

teacher: we have learned a lot by working together. Who else can find a way to remember words that are difficult to remember? This is also a contribution for everyone.

health: I can see that the word chicken and duck are both domestic animals, and they all have the word bird beside them, but the left side is different.

Health: Teacher, what he said is wrong. Chickens and ducks are not domestic animals. They are poultry. Poultry has something in common with birds, so there is a bird beside them.

teacher: how do you know so much knowledge? You can also say the word poultry.

health: I read it in Children's Picture Book.

teacher: to love reading means to know more knowledge.