Thunderstorm teaching plan

As an excellent faculty member, you can use the teaching plan. By compiling the teaching plan, you can make appropriate and necessary adjustments to the teaching process according to the specific situation. How to write the lesson plan? The following are five thunderstorm teaching plans I collected for you. Welcome everyone to learn from them, I hope it will help you.

Thunderstorm lesson plan 1 activity goal:

1. Understand the natural phenomenon of thunderstorm.

2. Further perceive the seasonal characteristics of summer.

3. Experience the fun of singing.

4. Understand the common sense of thunderstorm.

5. Be able to express your views boldly and clearly and feel the thunderstorm.

Activity preparation:

1. Prepare the tape recorder and the music tape of the song Thunderstorm in Summer.

2. Prepare pictures to record the thunderstorm phenomenon.

3. Prepare a flashlight and some musical instruments.

Activity flow:

First, the teacher plays the tape and leads to the theme of the activity.

1. Play the recording of Thunderstorm for children.

2. Guide children to guess; What's that noise? When did you listen to this sound?

Second, guide children to discuss.

Who has seen a thunderstorm in summer? What is it like?

Third, organize children to see pictures about thunderstorms.

1. Let the children talk about the contents of pictures: for example, pictures of lightning, pictures of rain after lightning.

2. Inspire children to talk about the feeling of seeing a thunderstorm.

3. Guide children to discuss: What should I do when lightning strikes? For example: cover your ears with your hands, open your mouth, don't stand under the tree, stay in a safe place, etc.

Fourth, learn the song "Summer Thunderstorm".

1. The teacher plays the song Thunderstorm in Summer to guide the children to listen and enjoy.

2. Guide children to talk about what they heard from the song and help them understand the content of the song.

After reciting the lyrics several times, the teacher sang with the children.

5. Children perform the song "Thunderstorm in Summer".

1. Guide the children to play the roles of father-in-law and mother-in-law respectively, and sing with flashlights and musical instruments.

2. Guide children to play roles. For example, when they sing "Twinkle, Twinkle", Mrs. Lightning will turn the flashlight on and off several times. When they sing "One Rumble", Mr. Thunder will beat the musical instrument.

3. Exchange roles according to children's interests and repeat the performance.

Encyclopedia:

Generally refers to lightning in nature. Thundering is due to the strong discharge caused by the friction between positive and negative charges between clouds and the ground in the atmosphere, which leads to the rise of temperature and the rapid expansion of the atmosphere, making a deafening noise. This is lightning and thunder.

Thunderstorm Teaching Plan Part II Teaching Purpose:

1. Brief introduction of Cao Yu and his Thunderstorm.

2. Understand the role of drama common sense and stage description.

3. Analyze the dramatic conflict and structural layout characteristics of Thunderstorm (excerpt).

4. Experience personalized language and roles in drama.

5. Summarize the ideological theme revealed in the play.

Teaching emphasis: drama conflict; Personalized language.

Teaching difficulties: personalized language (characters' thoughts and personalities).

Teaching hours: 2 hours.

Teaching methods: appreciation and practical thinking.

first kind

First, introduce new courses.

In 1930s, a play appeared in China, which can be described by this idiom. Its appearance, like a storm, shocked the whole theater at that time. Since then, there have been dramatic works in China that can compete with the world's excellent scripts. This play has been performed for more than half a century and has become one of the people's favorite plays. Then this drama is the famous drama Thunderstorm by Cao Yu, a famous modern playwright, which we are going to learn today. (Title on the blackboard: Thunderstorm)

Second, briefly describe the situation of thunderstorm.

Cao Yu (19 10- 1996), formerly known as Wan Jiabao, was born in Qianjiang, Hubei, and was a famous modern playwright. His works include Thunderstorm, Sunrise, Beijingers, Yuan Ye, Clear Sky, Sword of the Brave, Wang Zhaojun and so on. Thunderstorm and Sunrise are his representative works.

Born in a declining feudal family in Tianjin, the author has been reading China's ancient literary works since childhood, especially fond of Tang legends, Yuan Zaju and Ming and Qing novels, and has the opportunity to contact and appreciate China's traditional national operas, such as Peking Opera, Kunqu Opera, Hebei Bangzi and Tangshan Luozi. 65438-0922 When studying in Nankai Middle School, he read a lot of excellent domestic works and foreign literary and dramatic works since the May 4th Movement, participated in Nankai New Theatre Company, one of the earliest amateur drama groups in the north, and performed works by writers such as Ibsen, Moliere and Ding Xilin. 1928 entered Nankai University in the autumn and was admitted to the Department of Western Literature in Tsinghua University in the second year. During this period, he carefully studied the plays of Greek tragic writers such as Shakespeare, Chekhov and Ibsen. 1933 when he was in the fourth grade in Tsinghua University, he finished his first novel "Thunderstorm" by full-length play, which showed his artistic talent for the first time with his profound ideological content and superb artistic skills, and caused a shock in the drama world.

3. Review the common sense of drama:

1. The concept of drama: drama is a comprehensive stage art, which shapes the image of stage art by means of literature, music, dance and art, reveals social contradictions and reflects real life.

2. Drama types: From the form of expression, drama can be divided into drama, opera, ballet, musical, pantomime and so on. From the perspective of the volume of works, it can be divided into whole drama and one-act drama; From the perspective of the times, it can be divided into historical dramas and modern dramas; Judging from the theme of the plot, drama is divided into tragedy, comedy and drama; From the performance occasion, it can be divided into stage play, radio play and TV play.

3. Several elements of drama: including stage description, drama conflict, lines of characters, etc. Drama literature has three characteristics: first, it is suitable for stage performance; Second, there must be dramatic conflicts; Third, there should be vivid dialogue between characters. )

4. The language of drama: including lines and stage descriptions. Drama language has five characteristics: one is action; The second is the expressive force of personality; The third is lyricism; Fourth, there are subtext; Fifth, catchy and easy to understand.

Teacher's statement: So as a drama, we know that it has two very important contents or elements. What are we talking about?

[Student answers]

Teacher's Clarity: Drama Language and Drama Conflict

Q: So what does the dramatic language here include?

[Student answers]

Teacher Clarity: Character Language and Stage Description

[Q]: So what is the meaning of drama conflict here?

[Student answers]

Teacher's clarity: refers to the contradictions and conflicts between characters, which are more reflected in the personality conflicts between characters.

Fourth, find out the dramatic characters and analyze the relationship between them.

The teacher said: So since we are talking about character conflicts, let's take a look at the main characters in this text. What is the relationship between them? I want to ask the students to show it in the form of charts.

[Students find and answer, the teacher writes on the blackboard] (See the blackboard at the back for the content)

Fifth, find out the strongest part of the conflict.

The teacher said: Let's analyze this figure again. Let's see, which protagonist in this article started the conflict? (Affirmative: Zhou Puyuan) Then I want to ask in depth, which specific figures have strong contradictions and conflicts with this Zhou Puyuan? (Qing: Lu Shiping, Lu Dahai) So I think if we want to divide this part of the excerpt into different periods according to the conflict, how many parts can it be divided into? (Part 2: The conflict between Zhou Puyuan and Lu Shiping; Then we will enjoy the first lesson in this class. Then, while enjoying, I would like to invite my classmates to play two roles in the play, to experience the strong contradictions and conflicts between the two roles, and then to experience the different personalities of the roles.

[Q] So which part of the performance can better reflect the strong contradictions and conflicts between the characters?

[answer]

[All teachers know]: The first game is the second level.

Six, students read aloud in roles, understand contradictions and conflicts, and grasp the character.

[Students read aloud], [Students comment]

Seven, summarize the performance skills.

After students' discussion, the teacher made it clear that this book should be consolidated: identity, status, situation change, stage description, personality, psychology and so on.

Eight, students combine the above performance skills, perform again and comment.

Listen to the recording of this part and ask the students to pay attention to the stress, pause, rhythm and intonation when reading aloud.

(omitted)

X. summarize the full text and assign homework.

Performance is an artistic act. When performing, you should speak and perform according to the character's personality, plus your own life accumulation and artistic accomplishment.

Therefore, we can combine the above performance skills and try to rehearse the conflict between Zhou Puyuan and Lu Dahai after class. This is the homework we left for everyone in this class.

Thunderstorm lesson plan 3 [teaching material analysis]:

In the hot summer, the sun is like fire, and a thunderstorm brings a little coolness. Breathing fresh air and enjoying the beautiful rainbow, frogs croak in their ears, and naughty children play barefoot on the rain-filled road. This is what happens after a thunderstorm in summer. This paper describes the natural scenes before, during and after the thunderstorm with concise words, which adds a lot of fun to our life.

[Design concept]

The new curriculum standard points out: "The focus of reading teaching is to cultivate students' ability to feel, understand and appreciate." "Let students deepen their understanding and experience in positive thinking and emotional activities, and be influenced by emotions. Reading teaching in lower grades should guide students to "expand their imagination and feel the beauty of language". "The reading teaching of this course respects students' unique emotional experience, guides students to read in interest, comprehend in imagination, accumulate and use in language, combines reading and speaking, stimulates emotions and cultivates students' spirituality.

[learning objectives]

1. Read the text correctly and fluently.

2. Let students feel the artistic conception of the text in independent reading and creative imagination.

3. Be able to observe pictures in a certain order and cultivate the ability to observe and speak.

4. When understanding the artistic conception of the article, let students feel the magic and beauty of nature, broaden their horizons and cultivate their interest in loving nature.

[Teaching difficulties]

1, let students feel the artistic conception of the text in creative imagination.

You can feel the characteristics of scene changes before, during and after the thunderstorm.

Courseware for teaching preparation

[Teaching process]

First, the introduction of dialogue to stimulate interest

1, (blackboard writing: rain) What kind of rain have you seen?

2. Students are free to answer the rain they see in their lives, and the teacher uses the camera to summarize the students' answers. Today, the teacher will show you the magnificent scenery of thunderstorm in summer.

3. Write on the blackboard and read the questions together.

Second, play images, situational experience

1. Play the images before, during and after the thunderstorm for children to watch carefully. (The teacher carefully observes the children's expressions when watching)

2. Summarize the children's feelings when they just watched the video. Ask the students to talk about what they have just seen. Students report freely.

3. According to the children's narration, the teacher wrote on the camera blackboard: before the thunderstorm, during the thunderstorm and after the thunderstorm.

Third, read the text initially and perceive it as a whole.

1, read the text fluently and accurately with your favorite reading method.

2. Read and evaluate each other at the same table. (media presentation evaluation criteria: you can study hard and get it; Can read carefully, read accurately, and get it; Can read carefully, read accurately and fluently. )

3. Children who have won one star and two stars read the text together and strive for three stars.

Fourth, create emotional imagination and experience artistic conception.

(A), pay attention to the scene in the thunderstorm

1, (showing text illustrations 1), let students observe carefully and experience the characteristics of weather changes in the rain.

2. Students report freely, and the teacher guides the students to observe the pictures and speak in order.

3. How did the little author write it? You can read it from the text.

4. Students report and read aloud.

5. It's raining hard! What did the little author tell us?

6. Students answer freely, and the teacher shows the sentences described in the text with the lens.

(1) "whoa, whoa, it's raining heavily."

Students imitate the sounds of lightning, thunder and rainstorm respectively, and feel the scene when it rains heavily.

(2) "The rain is getting worse. Looking out of the window, I can't see the tree or the house. "

A. Conduct reading guidance: teachers should first demonstrate reading and tell students how to read: when reading, imagine that students should compete and read together.

Guide students to imagine: if you are on campus, parks and streets, what will you see?

Courseware shows that it is raining harder and harder. Stand and watch.

C discuss between classmates at the same table and report freely.

(3) Experience the keyword "gradually"

A, compare sentences and realize the benefits of using "gradually".

B, experience with word changes, and then let the students practice speaking step by step.

Let's take a look at the scene in the thunderstorm. (Play images in thunderstorm)

4. Look! Everyone was fascinated. Children who like this thunderstorm read these words together!

(2) Read and enjoy the scenery before and after the thunderstorm.

1. What happened to the weather before the thunderstorm and the beautiful scenery after the thunderstorm? What did the author tell us? Please find out from the text, draw a line, read it, and then tell everyone what you find. (Courseware shows reading requirements)

2. Check the students' reading results: the teacher prepares word cards describing the characteristics of the scenery, and lets the students go on stage and paste them in the corresponding positions.

3. Read your favorite sentences to everyone, and the teacher will show the corresponding sentences according to the lens of students' feedback, generate emotional imagination, and feel the weather characteristics and beautiful scenery of nature.

(1) "The sky is full of dark clouds, dark and heavy. The leaves on the tree don't move, and the cicada doesn't make a sound. "

Key points: a, guide students to read in the competition, imagine while reading, and feel the tense and depressing atmosphere before the thunderstorm.

B, knowledge expansion: What other phenomena do you know that tell us it's going to rain?

(2) "Suddenly, a strong wind blew the branches at sixes and sevens. A spider hung down from the internet and ran away. "

Key points: a, mark the words that indicate the action, and demonstrate the change of feeling the action with courseware.

B, use word changes to make students understand the meaning of "hanging".

C, guide students, boys and girls, and individuals to compete for reading and feel the tension.

(3) When students talk about the beautiful scenery after a thunderstorm:

A, guide students to say their favorite reasons and express them in their favorite way (reading aloud, performing, etc. (Prepare extracurricular knowledge link: the formation of rainbow)

B, let the students close their eyes, read aloud with the music, and feel the beauty of nature after a thunderstorm.

C, open your eyes and tell everyone what you think.

(3) The little author in the article showed us such beautiful and magical natural scenery. Let's read the text again. (Students read the text freely and sensibly)

Fifth, expand speech and create thinking.

1. Besides the violent thunderstorm weather in summer, do you know what kind of weather there is in nature? Can you tell it to everyone?

Let the students talk about the weather they are familiar with.

3. Courseware plays a group of pictures or videos of weather conditions.

4. Students appreciate and teachers guide: Children, nature is amazing. The teacher believes that you will become small weather observers, and tell everyone what you have seen and heard in the next "small weather announcer" competition in our class!

5. Courseware display: the "Little Weather Announcer" competition preview.

[Blackboard Design]

Before the thunderstorm: (Students post cards-short sentences describing weather changes)

18 thunderstorm: it's getting smaller and smaller.

After the thunderstorm: (Students post cards-short sentences describing the beautiful scenery after the rain)

Thunderstorm Teaching Plan Part IV Teaching Objectives

Knowledge target

1, read the script, understand the plot, grasp the contradictions and conflicts, and understand the character.

2. Have a preliminary understanding of the appreciation methods of drama characters.

capability goal

1, learn to appreciate drama and improve students' ability to appreciate drama literature.

2. Explore the inner world of the characters by tasting their language, and then explore the artistic charm of the works.

Affective goal

Feel the tragic consciousness (tragedy of character, tragedy of fate, tragedy of existence) conveyed by the author with the help of strong drama atmosphere and poetic language.

Teaching assumption

1, through repeated reading and role reading, taste the colorful and personalized language of drama works.

2. Organize students to watch the movie Thunderstorm before class, and combine it with classroom teaching, word-for-word reading and comparative appreciation to stimulate students' interest in appreciating drama literature.

3. Plan to use screen projection to expand the classroom capacity.

4. Class type: reading appreciation class.

5. Teaching time: one teaching time.

Brief analysis of key points and difficulties

1. Dramatic language plays a particularly important role in developing conflicts and displaying characters' personalities. Words speak the truth, and reading language should be a key to open the hearts of characters. Therefore, I have established the teaching focus of this course as follows: On the basis of grasping contradictions and conflicts, guide students to explore Zhou Puyuan's character and psychology by reading Zhou Puyuan's language.

2. The author said that Thunderstorm "exposed the evils of feudal families". In appreciation, in order to avoid using the theme mode of "social drama", I set the teaching difficulty as: guiding students to feel the tragic consciousness of the works and discovering the artistic charm of the works.

teaching process

First, create situations and introduce new lessons.

(Play the video material "Thunderstorm" at the end of the clip 1 min 30 seconds) On the night of thunderstorm, after fantasy, longing, struggle and howling, three young people with fiery lives set foot on the road of no return at the same time. This is the ending of the four-act drama Thunderstorm written by Cao Yu at the age of 23. So, today, please join me in approaching the playwright known as "China Shakespeare" and entering Thunderstorm.

Second, aesthetic feeling, overall grasp.

1, Projection Cao Yu and Introduction to Thunderstorm

Cao Yu (19 10- 1996), formerly known as Wan Jiabao, was born in Qianjiang, Hubei, and was a famous modern playwright. His works include Thunderstorm, Sunrise, Beijingers, Yuan Ye and Wang Zhaojun. Thunderstorm and Sunrise are his representative works.

Thunderstorm is Mr. Cao Yu's first work, his famous work and an outstanding realistic tragedy.

Step 2 ask questions

(1) Who is the main concern of the conflict with Zhou Puyuan? (Attachment: Figure of Relationship between People)

(Qing: Zhou Puyuan and Lu Shiping, Zhou Puyuan and Lu Dahai)

(2) Where are the two groups of contradictions and conflicts in the text disconnected?

(Clear: "Zhou Puyuan; But you-")

(3) What role does the conflict between Zhou Puyuan and Lu Shiping play in the whole play?

(clear: the key plot of the whole play, because their conflict intensified the contradiction and eventually led to the tragedy. )

Third, read the language and judge the characters.

1, projection drama appreciation method:

(1) Grasp the dramatic conflict

② Try to figure out the dramatic language.

3 analyze the characters.

2. Read and appreciate Zhou Puyuan's language appreciation.

A video clip of Zhou Puyuan and Lu Shiping getting acquainted.

(1) Question: In the video, there are some differences between the characters' language and characters. What do you think are the advantages and disadvantages of Zhou Puyuan's handling of the lines in the clip? What is your basis?

(clear: for example, the teacher personally thinks that the good aspect is "(whispering) is it?" In the video, the character just said the word "you" in a trembling voice, which can better express Zhou Puyuan's shock in this situation. The word "you" in the original text emphasizes the result of mutual recognition.

Personally, I think the bad place is

The tone of the characters in the video "What are you doing here suddenly and severely?" Not heavy enough. You should read very hard to show Zhou Puyuan's indifference and nostalgia. Students can have different opinions, such as not reading too much. Judging from the last article, Zhou Puyuan still has some feelings for Lu Shiping, so find relevant sentences to prove it.

② The tone of the characters in the video is more similar to helplessness.

The article "Who told you to come" has no tone and modality. In the video, the actor emphasized the word "tell you to come". Emphasis should be placed on the word "who" to show that Zhou Puyuan's first reaction was that Lu Shiping was instructed by others, and to find out the psychology of the people behind him to show his arbitrariness and alertness.

(2) What kind of tone and expression do students think should be used to read these sentences?

Please read aloud in different roles. You can choose your role. Comment on each other after reading, and then exchange roles to read aloud. You can also ask other students to comment and then read aloud in different roles. When commenting on the script, you should express your understanding, such as why you read it like this.

(3) Choose a sentence to analyze Zhou Puyuan's character (projection: what kind of person is Zhou Puyuan).

Thinking: What kind of person do you think Zhou Puyuan is? Find out the sentences that you think best reflect his characteristics from the selected paragraphs. And talk about your own understanding.

(Using the experience we have just gained to ponder the characters' language, we boldly approach Zhou Puyuan's thoughts. Encourage students to express their opinions, and the students around them communicate with each other)

Clear: He is a hypocritical person, which is manifested in his inconsistent attitude towards Lu Shiping.

He is a selfish man, which shows that he only considers his own reputation.

In a word, "Zhou Puyuan is so bad that he doesn't even think he is a bad person" (in the author's words), then does he have any good qualities as a person? For example, is there sincerity in his feelings for Lu Shiping?

Fourth, expand inquiry learning.

There are many theories about the love entanglement between Zhou Puyuan and Lu Shiping, such as unforgettable first love, youthful beauty, old age repentance, inner emptiness, marriage failure, inner balance and so on.

What's your opinion?

Verb (abbreviation of verb) abstract

Students, today, on a "human stage" built by Mr. Cao Yu, we feel and think in our own way and walk into Thunderstorm. In this class, we learned several ways to appreciate the drama characters together, and tried to analyze the image of Zhou Puyuan with these methods. I hope this lesson is not the end of article learning, but the beginning of learning. I hope you can read more famous books in the same way.

The fifth abstract of thunderstorm teaching plan: The main content of this paper is about the cases of two famous teachers in the teaching design of 18 thunderstorm excellent teaching plan. Welcome to read and give your 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) From 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!