I want to teach 1 the ancient pottery I designed.
Activity objectives:
1. Appreciate the beauty of ancient pottery shapes and decorative patterns.
2. Understand the making process and function of ancient pottery.
3. Try to design ancient pottery by yourself.
Activity preparation:
Pictures of pottery in various shapes, pictures of ancient pottery designed by myself, and knowledge about pottery.
Activity flow:
1. Enjoy all kinds of ancient pottery.
1. Children, look what the teacher brought you today. (These are called ancient pottery. Let's look at the shapes of these ancient pottery. Summary: Ancient pottery has various shapes, including slender, stocky and angular ...
2. Appreciate ancient pottery patterns. The pattern of ancient pottery is simple, but simple and beautiful. And the bottle mouth and bottom are decorated with lace.
2. Understand ancient pottery
Ancient pottery was invented by the ancients through the accumulated experience of labor. Mud is made of soil and water, then kneaded into various ancient pottery shapes, dried, engraved with beautiful patterns, and finally fired. At the earliest time, people used ancient pottery to visit things, and now ancient pottery is an ornament for decorating families.
3. Appreciate the ancient pottery I designed
1. Show all kinds of ancient pottery paintings. Question: What kind of ancient pottery do you like best? What's the pattern on it?
2. Enjoy the beautiful patterns on various ancient pottery with children.
3. Introduce the drawing method of symmetrical graphics, and let children practice symmetrical graphics and simple lace decoration with teachers in the air.
4. Try to design ancient pottery by yourself.
Today, we not only enjoyed various shapes of ancient pottery, but also learned how to draw various decorative patterns. Now, please move our little hands and design a beautiful ancient pottery by yourself.
Verb (short for verb) activity is over.
Appreciate the ancient pottery designed by children, make positive comments on each child, and put forward improvement methods for the shortcomings.
I think teaching plan 2 teaching content: People's Education Press six-year primary school Chinese Book 10 basic training 6 "Write something you want to invent".
Learning objectives:
1. Learn how the author of the text clearly expresses his thoughts and contents in a certain order, how to expand his reasonable imagination and enrich the content of the composition.
2. Write something you want to invent. Write clearly what you want to invent, what it is like and what it is used for. Write sentences fluently, don't write typos.
Practice instruction:
First of all, stimulate interest and reveal the topic with dialogues and examples.
1. Talk: Students must have read the story of the great inventor Edison! He loved to think and study the problems in life since he was a child, and he invented and created more than 1000 things, which made great contributions to the cause of human progress. Of course, if you want to be a great inventor, you must start from an early age. Today, the teacher first introduces the achievements of two students' small inventions.
2. Introduce "gizmos". (Hu Xiaoyi and Liu Zhongxin from Class 4, Zhao Jiazhen Central School, Daxian County, Sichuan Province, "The compass with only one leg is really useful". See the Youth Encyclopedia of April 5th, 20xx for details. )
3. Open the topic: What about their gizmos? Do you want to invent something?
Second, students learn independently, supplemented by teachers' guidance.
1. Read the tips and requirements on page11silently, and then show the requirements for the whole class to read. (Exercise requirements: Please connect with reality, imagine boldly and write what you want to invent. Write clearly what you want to invent, what it looks like, what it is for, and write sentences fluently without typos. )
2. Speak freely: think with reality. What do you want to invent?
3. Group discussion: What do you think can be done by writing small inventions? What's the point? Is there anything else to pay attention to?
4. Students report and communicate, and the teacher adds a summary and writes down on the blackboard:
imagine
what
I want to invent ...
Like a child.
focus
reality
use
Third, conception, communication and evaluation.
1. Students specifically conceive or modify "gizmos" according to the preview and the study just now.
2. Communicate in groups and recommend representatives.
3. Communicate with the whole class. Press conference of student's masterpiece My Little Invention. )
4. Teachers and students comment together. (The students in the audience act as small reporters and ask questions or make suggestions to the "small inventors" on the stage; The teacher concluded by sending a "Little Inventor" card to the publishing house as a sign of encouragement. )
Fourth, the incentive summary
In fact, making a small invention is so easy, and it is not unattainable. As long as everyone pays attention to the phenomenon of life, studies it carefully, puts forward their own better solutions, and pays attention to their own actions and efforts, your little invention will succeed. If you persist for a long time, your dream of becoming an inventor will come true.
Five, after-school composition
Please connect with reality, imagine boldly, and write what you want to invent in a certain order. Write clearly what you want to invent, what it is like and what it is used for. The topic is self-drawn and carefully revised after writing.
I want to teach the teaching objectives of Plan 3.
1, read this poem correctly, fluently and emotionally, recite this poem, and experience the thoughts and feelings expressed in the poem.
2. I can write 9 new words and recite 8 new words in this class, and continue to infiltrate and use the literacy methods I have learned to cultivate students' literacy ability.
3. Cultivate students' bold fantasy and imagination, so as to stimulate students' love for nature and pursuit of a better life.
Teaching emphases and difficulties
1, recite new words and read aloud with emotion.
2. Cultivate students' rich imagination.
3. Experience the thoughts and feelings expressed in poetry.
Teaching preparation:
Word card, courseware (made according to the content of poetry)
Teaching process:
First, talk about introduction and stimulate interest
Students, unconsciously, we have grown up quietly. With the growth of age, there must be many good wishes in my heart. Who wants to talk about their good wishes? (Students speak freely)
Teacher: The students have many wishes. Our little friend Dongdong also has her own wishes, and I hope everyone can share them with her. Are the students willing? Write on the blackboard: I think
Second, read poetry first, and read with the text.
1, Teacher: Please try to read this poem twice by yourself. You can read it in any way you like. Solve unfamiliar words by various means, such as looking up the dictionary, asking others, finding notes, etc.
2. Read poems freely and learn new words by yourself. (division patrol participates. Praise the students who look up the dictionary, who can read in groups)
3. Exchange literacy methods.
Teacher: What words have you learned through study? Can you recommend your reading style?
Possibility: "Valley" means "eight" plus "person" plus "mouth".
"Ya" means two branches on a tree.
"Soft" consists of "car" and "debt"; "Suction" means "sucking" to "mouth" and adding three points of water; "Tang" is the complement of "Shang" and "Tu"; The bell rang and entered the classroom.
Teachers should encourage and praise children's innovative inventions in time and summarize better literacy methods.
Third, read the text and experience the emotion.
1. Read the text in groups. What do you want in Dongdong? What is the difference?
2, exchange poetry content, understand the desire of winter and winter.
3. Guide reading poetry.
4. Read the text silently and imagine the picture.
(1) Teacher: What a wonderful wish in winter and winter. Can you read silently while thinking and form a beautiful picture in your mind?
(2) Student activities: reading and thinking.
(3) What do you think of by name? (Like birds and flowers, blue sky and white clouds ...)
Teacher: It seems that all the students understand this text. Let's feel together again with good wishes. (Play the courseware: the scene corresponding to the poem content)
5. Read the text and practice reciting.
(1) Choose your favorite passage, read it aloud and beautifully several times, and tell me why you like it.
(2) Named beauty reading, teacher-student evaluation.
(3) practice reciting.
I think the teaching content of the four lessons is an extra-curricular extension of the text "I want", so that children can feel imagination and fantasy in various poetic forms. Let children expand their thinking and feel the various forms of poetry.
In classroom teaching, students have a strong interest in interesting imagery poems. Because this is something that children can't see in textbooks. How to combine interests to improve children's learning initiative? After reflection, I found that students should compare the similarities and differences between image poems and poems in the text to find out where the charm of image poems comes from. In the introduction of the text-changing the word into the change of the article-combining the fantasy and imagination of the unit theme of nine units, let the children guess and verify boldly. Turn Chinese class into a "detective" class that children can explore and discover step by step. Let children discover the changes of poetry in constant thinking challenges. Thus, I touched my bound imagination and finished the Pyramid in the Fire Chief's Dream in class. Let the children show their imagination again. If this effect can be achieved, this course is a success.
But in teaching, I found that
Although children are interested in illustrated poems, there are still problems in language expression. Because I have never seen such an article, I don't know which way to express it better.
This has caused the classroom to be only lively, lacking the barrier of wonderful interaction. In fact, children's mood can be expressed by reading. For poetry, we can let children express their experiences in various forms of reading, just like the change of image poetry-not only the "word" but also the graphics can change, and it can also change in children's reading.
Let the interesting and changeable imagery poems be extended in the classroom, and let the children's language expression and thinking change. This is the real meaning of learning imagery poetry.
I think the activity goal of lesson plan 5
1. I like listening to stories and can understand the main idea of the story.
2. By listening to stories and discussing problems, we can get a preliminary understanding of the main characteristics of animals in stories.
3. Understand the characteristics of the characters on the basis of perceiving the content of the story.
I like and try to create the ending of the story, and I am willing to study with my companions.
Activity preparation:
Boy doll, multimedia "I want to raise animals"
Activity process
1. Show the boy's doll. He really wants to keep animals at home. Ask the children to give him some advice.
2. Multimedia "I want to raise animals"
Three. Discuss with children:
1. What animal does Lele want to keep? Elephants, giraffes, lions, penguins and mice. )
2. Why does Dad say that elephants can't be kept at home? (Free to answer. )
3. Why does Dad say that giraffes can't be kept at home? (Free to answer. )
4. Why does Dad say that lions can't be kept at home? (Free to answer. )
5. Why can't we keep penguins at home? (Free to answer. )
6. Why can't we keep mice at home? (Free to answer. )
7. If you are Lele, what animals do you want to keep at home? (Free to answer. )
Retell the story with children in different roles. The teacher plays Lele and the children play Dad.
The expansion of verb (verb's abbreviation) activity
Do you have any small animals at home? How do you take care of them?
Activity reflection:
Animals are children's favorite, so children are very interested in this activity. During the activity, they can concentrate on listening to stories and are willing to answer questions actively. When discussing why elephants, giraffes, lions, penguins and mice can't be kept at home, teachers should not give children a unified answer. Allowing children to answer freely is conducive to mobilizing their existing experience in animals and activating their thinking. For children without relevant experience, teachers can guide children to observe the appearance characteristics of animals in pictures, understand problems with pictures, or guide children to talk about the habits of these animals according to their existing experience; For children who can't express clearly and completely, teachers can make appropriate supplements and improvements to enrich their vocabulary. Finally, the teacher can summarize the conclusion that the child answers freely. Simple sentences can be repeated in role-playing sessions, but the language of individual children needs to be strengthened.
I want to teach lesson plan 6 teaching objectives
1. Knowledge and ability: Know the new words in this lesson and recite your favorite poems. If you are interested, try to write a children's poem.
2. Emotion, attitude and values: Feel the happy life and good wishes of childhood.
3. Process and method: Be able to read poetry with emotion and imagine the artistic conception depicted by poetry.
Teaching focus
Imagine the artistic conception described in poetry and experience the feelings expressed in poetry.
Teaching difficulties
Imagine the artistic conception described in poetry and experience the feelings expressed in poetry.
teaching method
Learning guidance method. Read aloud, question and explore.
Teaching preparation
1. tape;
2. Preview the text as required and learn the words from the students;
3. Find some children's songs to read;
4. Understand the heroes in the Water Margin.
Instructional design:
First, learn "I want to"
(A) the introduction of guidance, through the roll call to stimulate interest in reading the first three sentences of the guidance.
Teacher: Today we are going to learn two children's poems. These words read by the students just now can actually be called a poem praising childhood. Now, please read the text and see what it can bring us.
(B) reading poetry, feeling imagination
1. Students can read poems freely. Think about the wishes expressed by the author of each section.
2. Read the poem by name and think about it. What do you write in each section?
3. Tell the good wishes expressed by the author in each part.
4. Tell me which section you like best, and why?
5. Students can read poems freely.
(1) Why should I put my eyes on the kite?
(2) Why should I plant myself on the land in spring?
Guide students to talk about their feelings, such as the feeling of seeing sunshine on weekdays, the feeling of stepping on the land with their feet, and the sky and white clouds and lush vegetation appearing on the land.
6. Students show reading and talk about what pictures they seem to see during reading.
7. Compare reading aloud to see who can express the artistic conception expressed in poetry through reading aloud.
(3) Return to the whole poem and feel the artistic conception.
1. Teacher: Let's read the whole poem together and think about it while reading. How does the poet express his good wishes? What can I learn from the expression of this poem?
2. Talk about your findings. Teachers guide students to summarize: every summary begins with "I want to ……" to express their dreams, and there is a reduplication of "You Ya, You Ya-"and "Changya-"in every summary.
3. Students are free to reread and feel the rhythm and rhythm of poetry. 4. Read together.
Second, learn "childhood ink painting"
(1) since the enlightenment read by himself and understood the main idea. To read the whole poem by yourself, you need to have a basic understanding of the main idea of the poem, mark out what you don't understand, and add a word indicating action after the title of each section to summarize the main content. Such as "reading in the street, fishing by the stream, playing in the river" and so on. 2. Read the title of the poem, exchange previews and summarize the main idea of the whole poem. 3. Students question and answer questions. In particular, teachers are needed to explain some profound sentences. For example, "Fish and laughter jump on the grass", let students understand how laughter jumps. What does this mean?
(b) I like reading poems and learning from them.
1. Draw wonderful sentences in the text, read them repeatedly, and appreciate the beauty of this expression. 2. Appreciate the communication of good sentences. For example, "The sun climbed up my knee from my toe", "Suddenly the figure was broken, fish and laughter jumped on the grass" and "Like a duck just entering the water, flapping its wings and playing with water", we can appreciate the dynamic picture contained in the poem and feel the wonderful childhood.
3) Compare appreciation and imitate practice.
1. Read two poems silently and think about it. What's the difference in expression between the two poems?
2. Explore and discover.
3. Exchange feelings.
4. Teacher's summary:
In the first song, the structure of each paragraph is basically the same, and they all revolve around the theme of "dream", and the language jumps.
The second song mainly records the scenes of childhood life by capturing the lens, which has a dynamic beauty and a certain storyline.
Think about whether you had countless dreams or many interesting childhood memories in your childhood life, imitate one of these two poems and record your childhood dreams and childhood memories.
6. Vivid pen practice, teacher patrol.
7. Teachers and students exchange works and interactive comments.
(4) Summing up the conversation and ending the teaching;
1. Childhood life is a continuous ink painting, which contains many scenes worthy of our memory and collection. We have read many literary works describing childhood life before, and today we learned two children's poems, which once again opened the door to the children's world. Please read other children's poems after class to enrich our memories of childhood.
2. Summary after class.
Prepare lessons for the second time