Being an outstanding faculty member brings with it the possibility of using lesson plans, which can be prepared to better tailor the teaching and learning process to the specific situation and make appropriate and necessary adjustments. How should a lesson plan be written? The following is my collection of 5 Thunderstorm lesson plans for you, welcome to learn and reference, I hope it will help you.
Thunderstorm lesson plan Part 1Activity Objectives:
1. Recognize the natural phenomenon of thunderstorms.
2. To further recognize the seasonal characteristics of summer.
3. Experience the fun of singing.
4. Preliminary understanding of the general knowledge of thunderstorms.
5. Be able to express their opinions boldly and clearly and feel the thunderstorm.
Activity Preparation:
1. Prepare the tape recorder, the music tape of the song style "Summer Thunderstorm".
2. Prepare pictures of the phenomenon of thunderstorms, recording.
3. Prepare flashlights, musical instruments.
Activity process:
I. Teacher play the recording, introduce the theme of the activity.
1. Play the recording of the thunderstorm, let the children listen.
2. Guide the children to guess; what sound is heard? When to listen to this sound?
2. Guide children to discuss.
Who has seen a thunderstorm in summer? What does it look like?
3. Organize the children to see the pictures of the thunderstorm phenomenon.
1. Ask the children to say what the pictures are about: for example, the picture of lightning, the picture of rain after lightning.
2. Inspire children to say how they feel when they see a thunderstorm.
3. Lead children to discuss: what should they do when there is thunder and lightning? For example, cover your ears with your hands, open your mouth, don't stand under the tree, stay in a safe place, etc.
4.
Fourth, learn the song "summer thunderstorm".
1. Teachers play the song "Summer Thunderstorm", guiding children to listen and enjoy.
2. Guide children to say what they hear from the song, help children understand the content of the song.
3. The teacher recites the lyrics a few times and then learns the song with the children along with the music.
V. Children perform the song "Summer Thunderstorm".
1. Guide the children to choose to play the role of thunder and lightning, respectively, holding a flashlight and musical instruments to sing the song.
2. Guide the children to role-play, such as singing "a flash", the lightning lady will switch the flashlight several times, singing "rumbling", Mr. Thunder will have to hit the instrument.
3. Repeat the performance by switching roles according to the children's interest.
Small Encyclopedia:
Generally refers to the natural world of lightning, thunder is due to the atmosphere between the cloud body, the cloud between the ground between the positive and negative charge friction each other to produce a violent discharge, resulting in high temperatures, so that the atmosphere expands dramatically, resulting in a deafening loud noise, which is the lightning and thunder.
Teaching Objectives:
1. To introduce Cao Yu and his Thunderstorm.
2. To understand the general knowledge of drama and the role of stage directions.
3. Analyze the dramatic conflict, structural layout characteristics of Thunderstorm (excerpt).
4. To appreciate the individualized language and characterization in the drama.
5. Summarize the ideological themes revealed in the drama.
Teaching focus: dramatic conflict; personalized language.
Difficulties: personalized language (characterization).
Teaching hours: 2 hours.
Teaching Methods: Appreciation method and practice thinking method.
The first lesson
I. Introducing New Lesson
In the 1930s of the twentieth century, a play came out in China that can be described by this one idiom. It was like a storm that shocked the entire theater world. Since then, there has been a play in our country that can be compared with the best plays in the world. This play has been performed for more than half a century and has become one of the most popular plays among the people. This play is the famous play "Thunderstorm" by the famous contemporary playwright Cao Yu, which we are going to study today. (Board book topic: Thunderstorm)
Second, briefly describe the situation of "Thunderstorm"
Cao Yu (1910-1996), formerly known as Wan Jiabao, originating from Hubei Qianjiang, a famous modern playwright. His works include Thunderstorm, Sunrise, Peking Man, The Wilderness, A Bright Day, The Gallows Sword, Wang Zhaojun, and so on. Thunderstorm and Sunrise are his masterpieces.
The author was born in Tianjin in a declining feudal family, since childhood had widely read ancient Chinese literature, especially favorite Tang legends, Yuan dynasty operas and novels of the Ming and Qing dynasties, and had the opportunity to contact with and appreciate the Chinese national traditional opera, such as Peking Opera, Kunqu Opera, Hebei Opera, Tangshan Drops and so on. 1922 in Nankai Middle School, read a large number of excellent works of domestic and foreign literature since the May Fourth Movement, In the fall of 1928, he entered Nankai University, and in his second year was admitted to the Department of Western Literature at Tsinghua University. During this period, he carefully studied the plays of the Greek tragedians Shakespeare, Chekhov, Ibsen, etc. In 1933, when he was in his fourth year at Tsinghua University, he completed his debut multi-act play Thunderstorm, which showed his artistic talent for the first time with its profound ideological content and excellent artistic skills, and aroused the vibration of the theater world.
III. Review the general knowledge of drama:
1. The concept of drama: Drama is a kind of comprehensive stage art, she shapes the image of stage art with the help of literature, music, dance, fine arts and other artistic means to reveal the social contradictions and reflect the reality of life.
2. Types of drama: from the expression, drama can be divided into drama, opera, dance, opera, pantomime, etc.; from the capacity of the work, it can be divided into multi-act plays and one-act plays; from the era, it can be divided into historical drama and modern drama; from the theme of the plot, the drama can be divided into tragedy, comedy, and drama; from the performance occasions, it can be divided into stage plays, radio dramas, TV dramas, etc.
3.
3. Several elements of drama: including stage instructions, dramatic conflict, character lines, etc.. (Dramatic literature is characterized by three things: first, it is suitable for stage performance, second, there should be a dramatic conflict; third, there should be distinctive and vivid character dialogues.)
4. The language of drama: including lines and stage directions. Dramatic language has five characteristics: first, action; second, personality expression; third, lyricism; fourth, subtext; fifth, catchy, easy to understand.
Teacher statement: so as a work of drama, we know that it has two very important content or elements, we say, what is it?
[Students answer]
Teacher clarifies: dramatic language and dramatic conflict
[Q]: So what does dramatic language include here?
[Student Answer]
Teacher Clarification: Character Language and Stage Descriptions
[Q]: And what does dramatic conflict mean here?
[Student Answer]
Teacher Clarification: it refers to the conflict between the characters, which is more often reflected in the clash of personalities between the characters.
Four, find out the drama characters, and analyze the relationship between the characters
Teachers: So since the conflict between the characters, let's see what the main characters appear in this text? And what is the relationship between them? I would like to ask the students to use a chart in the form of a representation.
[Students find, answer, teacher's board] (content see the back of the board)
Fifth, to find the strongest part of the conflict
Teacher statement: we analyze the relationship between this chart, we see, the article mainly around which one of the main characters to develop the conflict? (Explicit: Zhou Puyuan) Then I ask a deeper question, this Zhou Puyuan and which specific characters have a strong conflict between? (Explicit: Lu Shiping, Lu Dahai) So I think if we want to divide this part of the excerpt into scenes according to the conflict, we say that it can be divided into several parts? (2 parts: a conflict between Zhou Puyuan and Lu Shiping; a conflict between Zhou Puyuan and Lu Dahai) So this lesson we will analyze the first scene. Then in the appreciation, I would like to ask students to get up and play the two characters in the play, to experience the strong conflict between the two characters, and then experience the different characters.
[Q]: So which section do we choose to perform that better reflects the strong conflict between the characters?
[A]
[Teacher clarifies]: The second level in the first scene
Six, students read aloud in roles, to experience the conflict, to grasp the character
[Students read aloud], [student comments]
Seven, summarize the performance skills
After the students' discussion, the teacher clarifies and writes on the board: identity, status, change of situation, stage directions, character, psychology, etc.
viii. Students combine the above acting techniques, perform and comment on the performance again
ix. Listen to the audio recording about this part, and ask the students to pay attention to the stress, pause, and pronunciation when they read it.
(a)
X. Summarize the whole text and assign homework
Performance is an artistic act, we have to perform according to the character of the character of the play to speak, action, but also to add our own life accumulations and artistic cultivation.
So, we can combine the above acting skills and try to rehearse a conflict between Zhou Puyuan and Lu Dahai after class. This is the homework we leave you with in this class.
Thunderstorm Lesson Plan Part 3[Textbook Analysis]:
On a hot summer day, the sun is blazing, and a thunderstorm sends a burst of coolness. Breathing fresh air, enjoying the beautiful rainbow, the sound of frogs coming from the ears, naughty children barefoot, playing in the rain accumulated on the road. This is the scene after a summer thunderstorm. This article uses concise words to depict the natural scenes before, during and after a thunderstorm for us, adding a lot of fun to our lives.
[Design Idea]
The New Curriculum Standard states, "The focus of reading teaching is to cultivate students with the ability to feel, understand, and appreciate." "Let the students in the active and positive thinking and emotional activities to deepen understanding and experience, by emotional inculcation." The reading teaching in the lower grades should guide students to "develop their imagination and feel the beauty of the language." The reading teaching in this class respects the unique emotional experience of students, guides students to recite with interest, imagination in the sense of comprehension, accumulation, use of language, reading and speaking combination, stimulate emotions, and cultivate students' spirituality.
[Learning Objectives]
1, read the text correctly and fluently.
2. Let the students feel the mood of the text in the independent recitation and creation of emotions and imagination.
3, can observe the pictures in a certain order, to develop the ability to observe and speak.
4. In experiencing the mood of the article, let the students feel the magic and beauty of nature, broaden their horizons, and cultivate the love of nature.
[Teaching Difficulties]
1, let the students feel the mood of the text in the creation of feelings and imagination.
2, can feel the characteristics of the change of scenery before, during and after the thunderstorm.
[Teaching Preparation]
[Teaching Process]
I. Talking about the introduction, stimulate interest
1, (the book: rain) what kind of rain have you seen?
2, students free to answer their own in life to see the appearance of rain, the teacher camera summarizes the students' answers. Today, the teacher is going to take you to enjoy the magnificent scenery of thunderstorms in summer.
3,, board book subject, read the subject.
Second, play the image, contextual experience
1, play the image before, during and after the thunderstorm, let the children watch carefully. (Teachers carefully observe the children's expressions while watching)
2. Summarize the children's feelings when they just watched the images, and let the students say what they just saw. Students report freely.
3, the teacher according to the child narrative, the camera board: before the thunderstorm, thunderstorm, after the thunderstorm
Third, the first reading of the text, the overall perception
1, with their own favorite way of reading the text to read smoothly, read accurately.
2, the table read and evaluate each other. (Media show the evaluation criteria: can read carefully, get; can read carefully, read accurately, get; can read carefully, read accurately and fluently get.)
3, won a star and two stars of the children read the text, and strive to get three stars.
Fourth, create feelings of imagination, experience the mood
(a), focusing on the experience of thunderstorms in the scene
1, (show the text illustration 1), let the students carefully observe, experience the characteristics of the weather changes in the rain.
2. Students report freely, and the teacher guides the students to observe the pictures and speak in a sequential manner.
3. How does the young author of the text come to write? Can you find out from the text and read it.
4. Students report reading aloud.
5. It's raining really hard! How did the little author tell us?
6, the students answer freely, the teacher camera shows the sentences described in the text.
(1) "Wow, wow, wow, it's raining heavily."
Students imitate the sound of lightning, thunder and the clatter of heavy rain respectively to feel the scene when it rains heavily.
(2) "The rain got heavier and heavier. Looking out of the window, the trees, the houses, can't be seen."
A. Read aloud guidance: the teacher first model reading, tell the students to read method: read while imagining , students race reading, read together.
B, guide students to imagine: if this time you are on campus, in the park, on the street, what will you see?
The class shows: the rain is getting heavier and heavier. Standing Looking out, .
C. Students discuss among themselves and report freely.
(3) Experience the key word "gradually"
A. Compare the sentences to realize the advantage of using "gradually".
B. Use the word-for-word method to experience, and then let the students use "gradually" to practice speaking.
3. Let's see what happens in a thunderstorm. (Play the image of a thunderstorm)
4! We are all mesmerized. Like the thunderstorm children to read the words!
(B) read to appreciate the scenery before and after the thunderstorm
1, what changes in the weather before the thunderstorm and the beautiful scenery after the thunderstorm is how the author told us? Please students from the text to find out, scratch, read, and then say your findings to everyone. (Courseware show reading requirements)
2, check the results of student reading: the teacher prepared to describe the characteristics of the scenery of the word card, let the students on the stage paste in the corresponding position.
3, your favorite sentence to read to everyone to listen to, the teacher according to the students' feedback camera to show the corresponding sentence, create feelings of imagination, feel the characteristics of the weather and the beautiful scenery of nature.
(1) "The sky is full of dark clouds, dark and heavy down. The leaves on the trees did not move, and the cicadas did not call out."
The main points: A. Guide students to race to read, read and imagine, feel the tense, dull atmosphere before the thunderstorm.
B. Knowledge development: What other phenomena do you know that tell us it's going to rain?
(2) "Suddenly a gust of wind blew the branches of the trees. A spider dangled from the web and escaped."
The main points: A. Mark the words that indicate action, and use the classroom demonstration to feel the change of motion.
B. Use the word-for-word method to make students understand the meaning of "hanging".
C. Guiding students to read in competition between men and women, individually, to feel the tension.
(3) When students talk about the beautiful scenery after a thunderstorm:
A. Guide students to say the reasons why they like it, and express it in their favorite ways (reading aloud, acting, etc.). (Prepare the link of knowledge outside the classroom: the formation of rainbow)
B. Let the students close their eyes, and the teacher reads aloud with music to feel the beauty of nature after the thunderstorm.
C, open your eyes, (classroom materials to show the beautiful scenery of nature after the rain) to say what you have in mind.
(C) the text of the young author shows us such a beautiful, magical scenery of nature, let's read the text again beautifully. (Students read the text freely and emotionally)
V. Expanding speech, creative thinking
1, in nature, in addition to such a rapid thunderstorm in summer, you also know some of what kind of weather? Can you say to everyone to listen?
2. Ask students to say what kind of weather they are familiar with.
3. Play a set of pictures or movies of weather conditions.
4, the students while enjoying, the teacher while guiding: children, nature is really amazing, the teacher believes that you will become a small weather observer, to see and hear their own in the next class held a "small weather announcer" competition to tell everyone!
5, classroom materials show: "little weather announcer" competition notice. --phrases describing the beautiful scenery after the rain)
Teaching Objectives
Knowledge Objectives
1. Read the play, understand the plot, grasp the conflicts in it, and understand the characters' personalities.
2, preliminary understanding of the appreciation of dramatic characters.
Ability Objectives
1, learn to appreciate the drama, improve students' ability to appreciate dramatic literature.
2, through the taste of character language, detect the inner world of characters, and then explore the artistic charm of the work.
Emotional Objectives
To feel the author's sense of tragedy (the tragedy of character, the tragedy of fate, the tragedy of survival) conveyed by the strong dramatic atmosphere and poetic language
Teaching Ideas
1, through repeated readings and role-playing aloud, to taste the colorful and personalized language of dramatic works. The language of the drama is colorful and personalized.
2. Before the class, students were organized to watch the film "Thunderstorm" clip, combined with classroom instruction, reading the word and sentence and comparative appreciation, to stimulate students to appreciate the interest of dramatic literature.
3, the proposed use of screen projection, expanding the classroom capacity.
4, class type: reading appreciation class
5, teaching time: a teaching time
Key Difficulties Analysis
1, the drama language in the unfolding of the conflict, showing the character of the characters has a special important role, words for the heart, reading the language should be to open the heart of the character of a key. Therefore, I have established the focus of this lesson: to lead the students to grasp the conflict on the basis of Zhou Parkyuan language reading, to explore the character of Zhou Parkyuan, psychology.
2, the author said "Thunderstorm" "reveals the evils of the feudal family". Appreciation in order to avoid using the "social problem drama" theme mode "cut foot to fit the shoes" of the hard set of plays, I will be difficult to determine the teaching point: to lead students to feel the tragic consciousness of the work, to explore the charm of the work of art.
The Teaching Process
First, create a situation to introduce a new lesson.
(Play video information "Thunderstorm" ending clip 1 minutes 30 seconds) the night of the thunderstorm, in the fantasy, longing, struggle, howling, three love and hate, with a hot life of young people at the same time embarked on the life of the road of no return. This is the ending of the four-act play "Thunderstorm" written by the 23-year-old Cao Yu. So today, please come with me to the master of the theater, known as "Chinese Shakespeare", into the "Thunderstorm".
Second, the aesthetic perception, the overall grasp.
1, projection Cao Yu and "Thunderstorm" Introduction
Cao Yu (1910-1996), formerly known as Wan Jiabao, originally from Hubei Qianjiang, a famous modern playwright. His works include Thunderstorm, Sunrise, Peking Man, The Wilderness, and Wang Zhaojun. Thunderstorm" and "Sunrise" are his masterpieces.
Thunderstorm is Mr. Cao Yu's debut novel, but also his masterpiece, and an outstanding realist tragedy.
2, ask
(1) excerpts of the text, the conflict with Zhou Puyuan with which people? (Attachment: Character Relationship Diagram)
(Clear: Zhou Puyuan and Lu Shiping, Zhou Puyuan and Lu Dahai)
(2) Where are these two sets of major conflicts disconnected from the text
(Clear: "Zhou Puyuan; but you--")
(Clear: "Zhou Puyuan; but you--")
(Clear: "Zhou Puyuan; but you--"). ")
(3) What is the role of the conflict between Zhou Puyuan and Lu Shiping in the whole play?
(Clear: the key plot of the whole play, because their conflict is what intensifies the conflict and eventually leads to tragedy.)
Third, reading the language, assessing the characters
1, projected drama appreciation methods:
① grasp the dramatic conflict
② speculate on the dramatic language
③ analyze the character image
2, reading and appreciating the appreciation of the language of Zhou Puyuan
Zhou Puyuan and Lu Shiping acquaintance of the video clips
(1) Question: In the video, there are some differences between the language of the characters and the text. What do you think are the affirmative and insufficient aspects of the treatment of the lines by the actor of Zhou Parkyuan in the clip? What is your basis for this?
(Clarification: Teacher's example, I think the good aspects are "(whispering) Is that you?") The character in the video said only one word "you" in a trembling voice, which is more expressive of Zhou Puyuan's shock in such a situation, and "it's you" in the original text has one more word, which emphasizes more on the result of his own recognition of the other party.
Personally, I don't think it's a good idea
① "(Suddenly and harshly) what are you doing here" is not heavy enough in the video. It should be read very heavily to show Zhou Puyuan's coldness and lack of affection. (Students can have their own different opinions, such as should not read heavy, from the previous Zhou Parkyuan still have some feelings for Lu Shiping `, find the relevant sentences to prove)
② "(cold) thirty years of work you still found here" video character's tone is more akin to helplessness.
③ "Who instructed you to come" in the text does not indicate the tone or mood, the video actor put the emphasis on the word "instructed". The emphasis should be placed on the word "who", so as to be able to show Zhou Puyuan's first reaction that Lu Shiping must have been instructed to find out the psychology of the person behind the scene, in order to show his arbitrariness and vigilance.
(2) What kind of tone and expression do you think should be used to read these sentences?
Ask the students to read aloud in roles of their choice. After reading, review each other, and then exchange roles to read aloud. You can also ask other students to comment, and then change people to read aloud in roles. (The critique should be combined with the content of the play to say their own understanding, such as why you want to read it this way)
(3) Pick a sentence to analyze Zhou Puyuan's character (Projection: Zhou Puyuan is a kind of person)
Reflect on this: what kind of person do you think Zhou Puyuan is, and find out the sentence from the selected passage that you think best reflects this kind of characteristic of him. And talk about your own understanding
(Use the experience we have just gained of speculating on the language of the characters to go boldly closer to Zhou Puyuan's mind. Encourage students to express their own views, before and after the students to communicate with each other)
Clarify: He is a hypocrite, manifested in his inconsistent attitude towards Lu Shiping.
He is a selfish person, manifested in his consideration of his own reputation.
In short, "Zhou Puyuan can be said to be a bad person, so bad that he doesn't even think he is a bad person" (the author's words), so does he have any good qualities that he should have as a person? For example, is there any element of sincerity in his feelings for Lu Shiping?
Fourth, expand and extend, explore the learning
Scholarship on Zhou Puyuan and Lu Shiping's love entanglements have a lot of sayings, such as the first love is unforgettable said, the young and beautiful said, old age repentance said, the inner emptiness of the said, said the failure of the marriage, said the inner balance, and so on.
What is your opinion?
V. Summary
Students, today, in Mr. Cao Yu's construction of a "human stage", we in their own way to feel, to figure out, into the "Thunderstorm". In this lesson, we have learned several methods of appreciating dramatic characters and tried to analyze Zhou Puyuan's image with these methods. I hope this lesson is not the end of the study of the article, but the beginning of the study. I hope you can also use the same method to interpret more famous masterpieces and masterpieces.
Thunderstorm lesson plan Part 5
Article Summary:The main content of this article is about 18 Thunderstorm Fine Teaching Plan Teaching Design II Master Teacher Case, you are welcome to read and give valuable advice!
Learning Objectives
1. Recognize 4 vocabulary words in this lesson and write 7 vocabulary words.
2. Read the text silently, imagine while reading, and be able to read aloud the fourth, fifth and sixth natural paragraphs with feeling.
3. Feel how the scenery changes before the thunderstorm.
Key Learning Points
1. Recognize and remember the 4 vocabulary words in this lesson, and write 10 vocabulary words.
2. Read aloud the fourth, fifth and sixth natural paragraphs with feeling.
Learning Difficulties
Sense how the scenery changes in a thunderstorm.
Aesthetic point of view: the beauty of the scene, the beauty of creation
Preparation before class
1. Reflecting the scene before the thunderstorm, during the thunderstorm, after the thunderstorm.
2. Vocabulary cards.
3. Students make their own vocabulary cards.
Teaching process
I. Introduction
1. Directly read the subject, thunderstorms children have seen it, who can say.
2. Just now, we said a lot of what they see the sight of thunderstorms, the author also wrote his observations of thunderstorms into the text, let's walk into the 18 class together, feel the feeling of the author's pen of thunderstorms it.
Second, literacy
1. What the author wrote about the scene of thunderstorms, please children read the text, read the attention of the pronunciation of the words, do not know the words please teach your table.
Self-reading text
2. show sentences: just now the children read very carefully, the words this roadblock eliminated? Teacher from the text selected four sentences, see the water can be read accurately, sentence read through. Other children may want to listen carefully to see his words read accurately, sentence read through it.
Self-reading --- named read --- comment --- read
3.
Read to each other at the same table - men and women race to read
4. Remember the shape of the character: the name of the friend read correctly, the appearance of remember? How do you remember?
5. Consolidation of vocabulary:
(1) Read the words on the card, words in large groups
(2) literacy in life
III. When is a thunderstorm a scene?
Name the answer (board: before, after)
3. Read the text: want to enjoy the three different scenes of the thunderstorm (board:)
Before the thunderstorm:
(1) show the text: what do you see, what do you hear, what do you feel? (Board: dark clouds, gusty winds, lightning)
(2) From what you saw, heard and felt, when do you think this is the scene?
(3) Just now we have seen and said the scene before the thunderstorm, now we read the author wrote the scene before the thunderstorm, see what you can read? Experience what?
Self-reading text - named answer - talk about the experience - read together
(4) Summary: Yes, the days before the thunderstorm is so stuffy that people can not breathe, dark clouds like a boulder down, the wind swept the earth, lightning, thunder is not willing to show weakness, to come to the party, and how horrible the atmosphere ah, what you feel through the read aloud to tell everyone, so that the teacher can also feel. The first time I saw this, I was able to see it in a few minutes.
Thunderstorm:
(1) show the class: not a moment, the rain fell, then you heard what? (The board book: rain)
(2) how the author describes, please read the 4 - 6 natural paragraph.
(3) Read the second part, what do you feel?
(4) Summary: Yes, the thunderstorm from big to small, really unpredictable!
(5) Let's listen to the sound of rain, while reading the 4 - 6 natural paragraph with the feeling just now.
After the thunderstorm:
(1) show the class: gradually, the sound of thunder, the sound of rain are small, a thunderstorm soon ended, the scene after the rain and how? Who can say? (The board book: rainbow)
(2) Yes, everything after the rain wash, everything has become so fresh, flowers bloomed, birds, small frogs singing happily, if you are now the little friend, what do you feel?
(3) with this feeling read the 7--8 natural paragraph, see who can read out that beautiful scene after the thunderstorm.
(4) Summary: After the rain, breathing fresh air, enjoying the beautiful rainbow, the sound of frogs in the ear, this is a picture of how beautiful ah.
Fourth, expand
1. Through the study of this lesson, we appreciate the different scenes before, during and after a thunderstorm, and feel their different characteristics, I believe that this magical nature must have left a deep impression on you. Thunderstorms are so magical, how are spring, fall and winter rains? Who can say a word.
2. Nature is a colorful picture, is a never-ending book. Into nature, you will certainly get more fun and find more secrets. However, only a careful child can feel it. Are you willing to be a careful child? Let's go to observe one piece, record what we observe and write it as an observation diary.
Thunderstorm
1. Close your eyes and listen to the voiceover, imagine what you see? What do you hear?
2. Draw a picture of the scene before the thunderstorm that you see or imagine, and write a few sentences under the picture, introduce your picture in the group and exchange.
3. Write. Pay attention to the changes in the weather this week, write it in a diary. (Chen Zhanxiang, Po Dong Primary School, Ganhetan Town, Huangzhong County, Xining City, Qinghai Province)
Summary: This introduces the teaching design of 18 thunderstorms II,Thunderstorms, I hope it will be helpful to you!