Teaching design should conform to students' reality. The main activity mode of student-centered classroom teaching is to enable learners to carry out learning activities according to their actual needs and possibilities. The following is the Chinese teaching plan of Willow on the Shore that I compiled for you. Come and have a look ~!
Name and content of the Chinese teaching plan activity of "Willow on the Shore" in Class 1 of Middle School: Chinese? Willow on the shore (story)
Activity goal: 1. Understand the content of the story and can repeat the main plot of the story in basically coherent language.
2. Perceive the different personality characteristics of small monkeys, small fish and small turtles.
Activity focus: understand the story content and retell the main plot of the story in basically coherent language.
Difficulties in activities: perception of different personality characteristics of little monkeys, small fish and old turtles.
Activity preparation: wicker hat, children's books, wall charts, CD.
Activity flow:
First, the beginning part
The teacher showed the wicker hat. What's this, children? What is it made of?
Show the children's books and tell each other what is said on the screen. Today, let's enjoy the story of Willow on the Shore.
Second, the basic part
(1) Enjoy the story Willow on the Shore and understand the content of the story.
1. Show the wall chart, tell the story, let the children listen carefully, and then ask questions:
(1). What's the name of this story? Who is in the story?
(2) What does this story tell?
(3). How did you feel after hearing this story?
2. Tell the story again and ask questions:
(1). What hat does the little monkey wear? What is it made of? Why did he make a hat out of wicker?
(2) What did the fish say to the little monkey when he saw him wearing a wicker hat? How did the little monkey do it?
(3). Why did the little fish throw away the wicker hat given to them by the little monkey and swim to the Woods in the lower reaches of the river?
The old tortoise saw a small green wicker hat floating over. What did he do?
3. The teacher leads the children to retell the story completely.
4. Discussion:
(1). Why did the tortoise take the small wicker hat apart and plant it on the shore? Did the wicker grow into a tree? What did the green willow do to the river?
(2). Who do you like? Why?
(3) Is it right to break willow branches to make hats? Why? What shall we do with this wicker hat?
Third, the conclusion part.
Let's take off our hats and plant willow branches in the garden!
The second activity goal of the Chinese lesson plan "Willow on the Shore" is:
1, understand the main content and plot of the story and create a story.
2. Feel the interest of life in the works.
Highlights and difficulties of the activity:
Key point: Give full play to children's imagination.
Difficulties: Create a story on the basis of understanding the main content and plot of the story.
Activity preparation:
Pictures (background pictures of willows and rivers, small beetles, yellow butterflies, big black cats), story records.
Activity flow:
First, show the wicker and lead to the theme.
What is this? (Wicker) Well, this wicker is green and long, and the story is very nice! The name of the story is "Liu Lvliu Chang". Listen to who is in the story and what will happen.
Second, appreciate the first three paragraphs of the story, and then ask questions:
Who are the people in the story? What happened?
Transition: So, when this happens, what about the little willow tree in the spring breeze? How does it sing? What kind of little beetle and what kind of butterfly flew in? How do they play wicker? How do you sing it? Let's listen to the story again.
Third, teachers use pictures to tell and ask questions to help children master the story development.
1. How about the willow tree in the spring breeze? (Understand the word: swing) How does it sing?
2. What little beetle is flying? How do the wicker and the beetle play? What did the little beetle sing?
3. What kind of butterfly is flying? How to play wicker and butterfly? What did the butterfly sing?
Fourth, create stories, teachers can guide children with poor ability to make up stories.
Just then, a big black cat came. Hey, hey, I want to play wicker, too? Just then, the big black cat caught the wicker. What will happen? Please make up a good story, and then you can tell your friends. (Give the picture to the children as a gift from a big black cat)
Verb (abbreviation for verb) personal communication
Who wants to come to the front and tell the story you made up? (Can you please 2? Three well-made children tell their stories in front of the group)
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