moving target
1. Appreciate poetry and feel the beauty of artistic conception and language.
2. Be able to express your happy feelings of appreciating poetry in the form of performance and painting.
3. Be able to connect with life and understand what happiness is.
4. Willing to participate in duet activities and experience the fun of duet with teachers and companions.
I am interested in music activities and feel happy in singing and playing.
Activity preparation:
1, a teaching wall chart, a soothing music tape and a poem tape of Happy House.
2. The teacher drew a background picture of the big forest and described the characters in the poem: children, huts, fireflies, spiders, sparrows, weavers and boa constrictors.
Squid and ant make sticky cards.
3. A headdress for children, fireflies and ants, crayons and white paper.
Activity flow:
One: Take the children into the activity room with the music "outing". The activity room is surrounded by wicker, peach blossoms and pebbles on the ground. )
1, teacher: children, the weather is so good today and the spring is so beautiful. Let's go for an outing together. (The picture of the big forest appears on the screen) Children, you.
Look, we are in the big forest. It's beautiful. Let's have a rest here.
2. The children sit on the mat together. Teacher: Do you think the big forest is beautiful, children? Do you like big forests? What will be in the big forest?
3. The teacher suddenly found: Look, children, there are many pebbles here. It's beautiful. What do you think pebbles can be used for? (shop
Paths, building huts, putting them in fish tanks, cobblestone art, etc. )
4. Play the courseware: Happy House. Teacher: The small house made of pebbles is beautiful, but I don't think it is perfect. Look, the room is dark and has windows.
The child is polished and there are no flowers and plants around. If it were you, how would you decorate this hut? The hut also attracted some small animals, and they wanted to come.
Decorate this little greenhouse. Let's see who has it, shall we? (Show pictures: Spider, how does the little spider decorate the greenhouse? What is its skill? ) one by one
Show pictures of sparrows, weaver girls, crickets and ants. These little animals all helped the greenhouse with their own skills, and everyone felt it.
I am very happy, very happy. Shall we make a poem out of what these little animals do?
5. Play background music and the teacher recites poems.
Question: (1) Is this poem good? Do you want to learn? (The teacher teaches poetry)
(2) Teachers and children have feelings to recite poems together.
(3) Give the poem a name.
(4) Teacher: What did this poem teach you? (Happy) Yes, everyone helped the greenhouse and made it more beautiful.
Everyone feels very happy, and so does the little flower room. So what do you think is the happiest thing in life? When you do something, you will feel fast.
Le? (Children casually answer)
(5) Teacher's summary: Just now, the children said so many happy things. Yes, helping others and giving for others will make others feel happy again.
Sometimes, we will be very happy, so we should be a happy person. Just now, the little animals dressed up a happy hut, so do we children want it?
Let's dress up a happy hut of our own. I believe the children will be happier in the small house decorated by ourselves.
6. Show the prepared three-dimensional hut and let the children freely choose materials to dress up. (background music)
7. The children are dressed up. Question: How do you feel about dressing up the hut so beautifully? Who do you want to invite to the cabin?
8. Teachers and children danced around the hut happily.
9. End: Teacher: Let's take this happy hut back and let all the children feel our happiness!
Activity reflection:
Cabin is a text that children like very much. Wang Lichun, the author, expressed the happiness and unforgettable feelings of his childhood through fond memories of the hut where he lived for 12 years. Every word and sentence in the text is full of childlike innocence, close to children's lives, and easy to resonate with students. Children can't help reading, laughing and feeling sad when previewing the text.
When teaching the text, I closely focused on the topic 1 after class, "What's in the cabin written by the author? What is the author most interested in? How did the author feel when he left the hut? " Start teaching.
First, cut into the text, walk into the hut and feel simple happiness.
When teaching the question "What's in the cabin", I introduced it through word teaching. Show me a group of words related to the description of the hut, "straw, banana, fence, half a flower, little man, it took a lot of effort" and correct the pronunciation. After understanding the meaning of "straw, banana", I asked the students to send these words to the text and lead out the second and third paragraphs of the text. Let the students read and say, what do you see in the hut? What do you feel? Focus on guiding students to read aloud "There is a half-flowered mirror hanging on the north wall, and sometimes there is a villain in it. It took a lot of effort to figure out that the villain was actually me. " This sentence, to feel the simplicity of the hut, brings happiness to the author.
Second, interesting things lead the way, enter childhood and enjoy happiness with the author.
When learning five to ten paragraphs, we should start with the whole, let the students know what childhood events the author wrote, and make a subtitle for each event. Then guide the students to carefully read the sentences that can reflect childlike innocence and interest, imagine the scene at that time, and talk about understanding with their own personal experiences and feelings. The content of this part of the text is very long, and if there is only one way to understand the sentence, it will inevitably appear monotonous. So when teaching the sentence in the fifth paragraph, I guide them to talk about their feelings in combination with their own life experiences. "Did you dance this absurd dance when you were young?" What kind of dance is that? ""You must have blown bubbles, too. Share your happiness with us. "that student raised their hand and talked enthusiastically about their experiences, which is actually similar to the author's happiness. As a result, they soon sang with the author, as if they were the owners of the hut, and then went back to read aloud, learn from reading and read with emotion. When teaching the second childhood story, I guide students to focus on reading "I ran, flew, shouted and laughed desperately." "What kind of happiness is this? Let students feel the author's endless freedom and happiness through words. However, this understanding only stays at the level. In order to deeply understand the author's happiness, I read the following passage and skillfully led to the sixth paragraph of the text, "What is the outside world like? "This is a brand-new world, which is particularly novel for students. Let the students read and then make associations. What will they play? Feel the author's happiness again, and then appear again, "I run, fly, shout and laugh desperately." Repeat this sentence to improve the effectiveness of reading. When teaching the last childhood story, I guided the students to feel the author's obsession with reading by comparing three groups of sentences.
The central sentence of this article is the first sentence of the text, "I love my hut, and I love the hut that filled my whole childhood." Every time I finish learning something, I will return to the central sentence through introduction and feel the author's feelings.
This part of the study fully embodies the students' personalized independent reading, and they can choose the content that they feel most interested in. Students' experience and perception are personalized. For them, the level and depth of experience and perception are not important, but the process. Cultivating good thinking habits can improve the quality of thinking. If you have * * * opinions and objections, it will be vivid and clear. This is the charm of Chinese studies.
Thirdly, I pay attention to the guidance of writing, which laid the foundation for this composition.
What needs to be improved is that the design of the lead is not innovative, the treatment of the first half seems to be dragging on, and there are still some improper guidance in some places. Should children summarize the subheadings? Still hesitating ...