As an excellent people's teacher, it is possible to use lesson plans, which help students understand and master systematic knowledge. How to write a good lesson plan? The following is my carefully arranged language activity lesson plan for the middle class: What's in the garden? Welcome to read and collect. Language activity teaching plan for middle class: What's in the garden 1
Activity goal:
1. Willing to discover the secrets in the garden with various senses.
2. Feel the beauty of spring gardens, and sprout the feelings of caring for them.
Key point:
Be able to observe the picture carefully and tell the secrets of the garden in complete language.
Difficulty:
We can use all kinds of senses to discover all kinds of secrets in the garden.
Activity preparation:
Animation courseware, fans, perfume, petals
Activity process:
First, our small garden (link intention: using the good songs we have learned to help children review their experience and arouse their interest in activities)
Teacher: Remember a song we learned, let's sing it together: Spring.
(Children collectively sing in the middle: Today, the weather is really good, the flowers are all in bloom, the willows are bending over us, the butterfly girl is coming, the bees are buzzing, and the little white rabbit is jumping and jumping. )
key question: the garden is so beautiful in the song, and we often go for a walk. What beautiful plants are there in the small garden of the kindergarten?
Transition: There is a little brother like us. He also wants to have a look in the small garden. He wants to find a secret!
Second, my brother's small garden (link intention: watch the courseware, understand the content of the story, and be willing to discover the secrets of nature with all kinds of senses)
1. Cover
Teacher: There are some words on it, and my brother is saying "What's in the garden". Let's go and play in the garden with my brother.
—— Show picture 1
Key question: What did little brother find?
Summary: Little brother found beautiful flowers and small trees in the garden, and, and, alas! Too many! Let's go with our little brother again.
2. Pictures 1 and 3
Key question: My little brother found beautiful flowers and small trees. Can you find anything else? Look again carefully!
Summary: It turns out that there are butterflies and bugs in the garden. They are all hiding, and they can't be found without looking carefully.
Key question: What did my little brother use to discover these secrets?
follow-up: which organ on our body is used?
summary: yes! We can find many beautiful things with our eyes!
3. Picture 2
Teacher: My little brother said I have to look for it? He said that now he wants us to cover our eyes and go with him. Let's cover our eyes first!
Show the picture 2 (the background music is played, and the teacher gently fans the children with a fan)
Focus on the question: What is this? Do you feel it?
Summary: Little Brother has found the secret again! What you can't see in the garden is a gentle breeze. Whoo! Whoo! Whoo!
Key question: How does the wind feel when it blows on you?
Summary: Yes, my little brother closed his eyes and felt the wind in the garden. His expression also told us that the wind was cool and comfortable.
4. Picture 4 (Play the sound directly. Do you hear any sound? )
teacher: look! My little brother is listening to the sound. Let's close our eyes and listen carefully.
Key question: What sound do you hear?
Summary: It turns out that ears can also find secrets. Who else can ears hear? (children's divergent thinking)
5. Picture 5
Teacher: My little brother wants to praise our children's ears. Now he wants to whisper to us and listen carefully! -"Little friend, this time I can find something without ears or eyes?"
key question: the teacher has a special smell, please smell it. (Please cover your ears and close your eyes, while the teacher sprays perfume for the children to smell) Do you smell it? What is it?
(guiding the picture) Look, my little brother smells the fragrance of flowers, too. The fragrance is floating in the air. It smells good! Smell it again!
Summary: You can smell with your nose instead of your ears and eyes, and you have found a new secret. Nose can also help us find secrets.
Third, there are many secrets in the garden (link intention: to stimulate and guide children's interest in observing and discovering different things around them by appreciating the complete picture book)
1. Appreciate the story completely
Teacher: Our little brother and I found many secrets in the garden today, so let's take a look at them again. (teacher tells the story completely)
2. In fact, there are many secrets in the beautiful garden! Let's ask these friends for help next time and find more little secrets, shall we?
3. Sharing session: My little brother has prepared a gift for you today. Petals that look good and smell good can be fragrant all day. Let's smell them together. Language activity teaching plan for middle class: What's in the garden 2
Activity background:
"Children's prose should look at the world with children's eyes, and children's eyes naturally conjure up the world of poetry." The essay "What's in the Garden" advocates to perceive the garden with children's eyes and feel the deep poetic beauty.
Children have animistic thinking. In their eyes, everything around them, like them, has a human soul. As mentioned in the prose: "Shh! Don't wake up the little lovely people who are visible and invisible in the garden! "
The language expression of middle school children is relatively complete, but the richness of language still needs to be improved. Children can say what they see, but they still lack the ability to describe things. Therefore, in this activity, I start from children's experience and let children talk about their findings in the garden with the help of prose.
Activity goal:
1. Seek the secrets in the garden with the help of existing life experience, and try to express your findings in prose sentences.
2. Feel the poetic beauty of nature expressed in prose, and be willing to get close to nature.
activity preparation
1. Make a big book according to the prose.
2. Talking carpet (this is an important prop, so it is emphasized to choose a round carpet with soft colors).
3. Prompt cards for key sentences in prose, such as "What's in the garden", "Visible", "Invisible" and "And ...".
Activity process:
First, talk about the link that can be seen in the garden and encourage children to introduce their findings in the garden with rich words.
key question: what's in the picture? Where could this be? What's in the garden?
Summary: Today, the teacher wants to walk into this essay with children, feel the beauty of the essay together, and find out what is in the garden together.
The teacher recited the prose according to the children's answers. What's in the garden? There are green grass, tall trees, colorful flowers and, alas! Too many!
Second, look for the unseen in the garden
1. Hidden in the garden ...
This link encourages individual children to participate in prose imitation.
Key question: There are still some things hidden in the garden. Some things are sometimes visible and sometimes invisible. What are they?
After a short discussion, I opened the soil and found something hidden under it. Open the floret and see the butterfly; Open the leaves and see bees. Discuss with the children what kind of butterflies and bees are.
2. What I feel in the garden ...
This link encourages children to put their ideas into prose.
key question: there are still some things in the garden that are really invisible, but if you feel it with your heart, you can still find it. What will it be? Play the game "talking carpet".
Play: Show the carpet, encourage children to imitate sentences according to the structure of prose, stand on the carpet, face the group, and talk about their findings in the garden.
lead: children who want to tell their findings can stand in the middle of the carpet, don't leave the carpet empty, and don't fight for it.
(Before children play, the time is reserved for children's imagination, and the teacher makes an invitation to remind children to come forward freely during the game)
Summary: There are so many cute people in the garden! Shh! Don't wake up the little lovely people who are visible and invisible in the garden.
Third, share the findings in the garden
In this session, children string together their findings in the garden into an essay.
group performance essay "What's in the Garden" (children are free to choose the part they want to perform).
Summary: This essay is in this book, which also tells us many things that are visible and invisible in the garden. Let's go to the garden and look for it.
activity reflection:
The language activity "What's in the Garden" in the middle class is an activity that focuses on language expression. Considering that the children in the middle class have the need and ability to express themselves independently, I try to mobilize the initiative and enthusiasm of children to participate in activities through several details, so that children can dare to express and be willing to express.
detail 1: talking carpet-through the preset of environmental materials, children are prompted to actively participate. In the activity, I provided a small carpet for children, which we called "talking carpet". The appearance of carpet is like a teacher having an assistant, which reminds children to speak out their findings in the garden when they stand up. While showing the rug, I cooperated with the language guidance: "Don't leave the rug empty, and don't fight for it." Obviously, such a requirement is not only encouraged by active participation in activities, but also constrained by rules.
detail 2: an expression is a tacit understanding-through the effective presupposition of expressions, children are encouraged to imagine boldly. When asked, "There are still some things in the garden that are really invisible, but if you feel it with your heart, what will it be?", children encountered a "bottleneck". In order to open their minds, I made an exaggerated and intoxicated expression. I was intoxicated and said, "I can't see it, but I really found it!" " Children imitate my expression, immersed in imagination, and suddenly think of flowers and birds. The presupposition of the details of the activity triggered the effective interaction between teachers and children.