"Seed" large class Chinese activity teaching plan 1 case background:
Herzen once said that science is everywhere. However, there will be no good harvest where you don't sow. The Guide also points out that children's language learning needs the support of corresponding social experience, and it is necessary to expand children's life experience, enrich language content and enhance children's understanding and expression ability through various activities. Children should be guided to naturally become interested in words in life situations and reading activities. Popular science picture book is the key to open two doors. The core value of reading science picture books lies not in the specific knowledge itself, but in the angle of explaining things and the method of obtaining information through reading. For difficult questions, teachers can enjoy discussing and solving problems with their children.
The children in the big class are very interested in exploring the things and nature around them. In the days after the class science activity "Where are the seeds hidden?", the children looked for the seeds in the fruit every time they ate snacks. The picture book Seed will be a treasure!
Activity objectives:
1. Feel the diversity and interest of seeds and understand the different characteristics of seeds.
2. Participate in making the catalogue and summarize and describe the seeds from different angles.
3. Willing to explore all kinds of seeds in life.
Activity preparation:
1. Experience preparation: Infiltrating science in large classes "Where are the seeds hidden" and "The journey of the seeds"
2. Material preparation: 1 a large book of various seeds (peas, peanuts, peaches, sunflower seeds, sesame seeds, rice, red beans and red beans with patterns), 1 a small book, and a projector connected to the TV.
Teaching record
First, by observing various seeds, guide children to discuss and awaken the experience.
Teacher: What are these? What's the difference between these seeds? (color, shape, pattern, size)
Teenager: seeds! Different sizes and colors!
Yang: This is green, this is black, and there are patterned ones!
Teacher: What shape are peas? What shape are peanuts? What is the smallest seed in this?
Young: round and oval
Young people: Sesame.
Transition: There is a seed that is so big that it takes two hands to pick it up. Do you know what this is? Please look in your little book.
Yang: I found it! It's coconut!
Teacher: Next, please look at pages 2-8 of the book. From what aspects to talk about seeds?
Analysis: This link adopts the way of children's direct observation of physical objects, corresponding to the classification in picture books, helping children to refine their experience while intuitively feeling seeds, paving the way for children to read independently and summarize the characteristics of seeds. Here, a suspense is designed to let children look for seeds that can be held with two hands in a small book to stimulate their reading interest. After the children were surprised to find out, they asked for reading in order to cultivate their learning quality of reading with questions.
Second, through children's independent reading and discussion, find different angles to describe seeds in the book.
(1) Children read independently and teachers observe and guide them.
(2) Children discuss and understand the seeds described in the book from different angles.
Teacher: What aspects of seeds are described in the book?
Young: size
Young: color
Young: shape
(3) Teachers and children read big books together and sort out the corresponding contents and page numbers.
Teacher: Are these two pages about seeds? What page (shape) is it?
Yang: Dimensions, pages 2 to 3.
Analysis: In this link, children read independently. After reading with questions, the teacher understands the children's reading situation by asking questions, and summarizes the characteristics of the seeds while reading with big books, and posts the characteristics summarized by the children on the blackboard in the form of pictures to pave the way for the later catalogue.
Third, awaken children's experience and explore the mode of plant transmission.
Transition: In order to reproduce, plants will spread seeds in various ways.
Teacher: What communication methods do you know? (Wind power, water power, elasticity, human and animal help) (When children talk about one kind, turn to this page to read and summarize)
Teenager: Lotus! Its seeds follow the current.
Teacher: Some seeds are spread by the power of water.
Young man: Birds have seeds in their droppings.
Teacher: Animals also help spread seeds.
Young: dandelion wind blows it, and it floats out.
Teacher: What are the characteristics of wind-borne seeds? (light)
Teacher: Do you know which plants use which mode of transmission?
Young: Impatiens rely on elasticity.
Teenager: Chrysanthemums are spread by the wind.
Analysis: In this link, according to children's experience, we designed children to mobilize their life experience and knowledge experience by asking questions, and the teacher used big books to help children summarize. Here, the teacher and the child ask two questions. What are the characteristics of wind-borne seeds? Do you know which plants use which mode of transmission? These two questions are to expand children's thinking and stimulate children's desire to explore, not whether children can answer, but their answers are yes.
Fourth, observe the pages 13 and 1 and feel the cyclic growth of plants.
Teacher: What will happen to the sown seeds? (The child speaks freely, and the teacher turns to the last page to summarize for the child. )
Young: it will sprout and grow up.
Teacher: What are the parts of the new factory? (The children speak freely, and the teacher asks: Are seeds also plants? The first part, summary: seeds play a role in reproducing offspring and prolonging life.
Larvae: stems, leaves, flowers, fruits and seeds.
Analysis: This link uses the last page of the big book to combine with the first page. What are the parts of the new plants growing in the question? Turn the book from the last page to the first page while asking questions, so that children can intuitively feel the process of seeds from germination to maturity and then become seeds, and feel the cyclic growth of plants.
Verb (abbreviation for verb) * * * Read a big book and look for a table of contents.
Teacher: What's the name of the book we are reading today?
Young: seeds
Let's take a look together!
Teacher: Have any children noticed which page the seeds started to spread from?
Yang: Page 9 to Page 12.
Young: 10 to 12.
Teacher: Please have a look. I added these symbols in the middle. What does this page we read in the book look like?
Yang: Catalogue.
Teacher: What is the function of the catalogue?
Yang: Find what you want to see.
Teacher: It plays the role of retrieval.
Teacher: When children come home, they can read this book with their parents, look for seeds and see how they spread.
Analysis: put the page number of the communication route in this link, so as to naturally transition to the catalogue, and let the children magically discover that what they summarized in the reading process is actually the catalogue, thus feeling the role of the catalogue and becoming a part of the book.
"Seed" large class Chinese activity teaching plan 2 activity goal:
1. I like to enjoy the prose "Spring Rain and Seeds" and feel the beauty of language in prose.
2. Willing to imitate the characters in prose in different ways.
3. Willing to appreciate prose and feel the beauty and humor of prose language.
4. Cultivate interest in literary works.
5. Encourage children to guess, speak and move boldly.
Activity preparation:
1, prose "Spring Rain and Seeds" (new textbook P25)
2, parent-child card five
3. Projector
Activity flow:
1, children's good habit of appreciating prose and listening.
Children can freely discuss which paragraph they like best and who they like best.
3. Let the children enjoy it again and show the demonstration of the parent-child card. The teacher can read out his favorite paragraphs or sentences with the children.
4. Combine the parent-child card and let the children enjoy it. Q: Where does the little seed sleep? What season is it now? When did it wake up? What did you find? Who is calling it? Why can't small seeds come out? How did the spring rain help the small seeds sprout later?
Children can enjoy freely, imitate the dialogue in prose and create their own actions.
6. Invite children to perform.
7. Appreciate the prose again. Please close your eyes and feel the mood.
Activity reflection:
When cultivating children's language, we should grasp the reality of each child, master the rules of children's language learning, train and exercise in a planned way, let children watch, listen, speak and practice more, cultivate good language habits and create a good language environment, then children's language will certainly develop healthily.
Design ideas of language activities in the third lesson of seed class
Around us, with the destruction of the environment, natural disasters are increasing. Earthquake, tsunami, train collision, when talking about these, the children all showed their fear of disaster and concern for the children in the disaster area. Is that all? I think the spirit of children in disaster areas who persist in the end and never give up is also worth learning. Although our children live in a safe environment, don't they need this spirit in their studies when they are about to become primary school students? As a member of the picture book project team in our garden, I have studied many picture books and have always appreciated small seeds. In addition to gorgeous colors and simple shapes, the "endless life" from the first page to the last page is touching, and it is also the precious spirit that children need.
moving target
1, observe the picture carefully, speak boldly, and be able to express it by using the existing cognitive experience.
2. Understand the difficulty of seeds from the story, so as to realize the value of never giving up.
Activities to be prepared
Autumn leaves, paint, brush, background painting axis, teaching PPT
Activity process
(1) Appreciate the pictures and make a bold guess:
Question: Do you know what season it is?
Summary: It's autumn. Autumn is really a colorful season. The grass is still green, but the trees are slowly turning yellow.
(2) It is not easy to tell stories and experience small seeds;
1, observe one by one:
Question: Do you think small seeds can keep up with other seeds?
Can seeds germinate on the snow-capped mountains?
Can seeds that fall into the desert germinate?
Summary: Seed germination requires many conditions, including moisture, sunlight, temperature and air.
2. Observe three pictures continuously:
Question: Look at these pictures. Do you think they are in the same season?
Summary: It turns out that it takes several seasons for seeds to germinate.
Question: How many saplings are left?
What do you think the little seed will think at this time?
Transition: In fact, the growth of seeds is not easy. In addition to natural hardships, they will encounter other hardships!
3. Memory and promotion:
Question: Do you think the little seed will survive in the end?
Will his partner flinch when he sees his failure? Why?
Remember how hard a small seed went through to grow into a big flower?
Summary: Small seeds have experienced spring, summer, autumn and winter, flying, landing, germination and flowering, and have experienced many hardships. It's not easy! Although there are many difficulties, he is strong and never gives up.
(3) Connecting with practice:
1, introduce the experience of a child in a class:
Teacher: Actually, in life, I found a small seed around us!
(play PPT)
Summary: When he met with difficulties, he didn't give up, just like a small seed, and finally succeeded.
2. Children share and communicate:
Teacher: In life, I am a small seed, and you are also a small seed. Things like little seeds must have happened a lot. Can you share it with us?
(children share)
3. Wenchuan earthquake:
Teacher: There are many small seeds in the world.
(Play the data of Wenchuan earthquake)
Teacher: After such a serious disaster, children living in Wenchuan will definitely give up, right?
(watch PPT)
Conclusion: Our life will always encounter many difficulties. As long as you don't give up, you will succeed one day.
Activity evaluation
The "small seed" of language activities comes from the problems existing in children's lives. Starting from the Wenchuan earthquake and taking the picture book Little Seed as a clue, we will gradually deepen and let children realize the value of never giving up in life.
In the second part of the activity, different picture presentation methods were adopted: picture-by-picture observation, continuous observation and sequential observation, which not only effectively achieved the link goal, but also greatly stimulated children's observation interest and promoted the development of children's thinking.
However, there are also some problems in the activity:
1. Activities can be diversified. Teacher-student dialogue is the main activity, but many children want to talk but have no chance. In the third part of the activity, we can add some interactive links between students and ask them to share their experiences with each other.
2. Emotional rendering needs to be considered. Emotional rendering is an important part of the activity, especially at the end of the activity-watching pictures of Wenchuan earthquake. However, due to the teacher's hurry, the children were not given enough time to observe the pictures and think about the experience. So the children still have a lot to say. You can prepare more photos of children in earthquake-stricken areas, which are closer to their lives and make them feel more and experience more fully.
"Seed" big class Chinese activity teaching plan 4 activity goal
1. Learn to observe pictures in order and understand their contents.
2. Express your findings boldly and be able to complete the mind map with the teacher.
3. Willing to make reasonable guesses and imaginations according to the clues in the book.
Important and difficult
Key points: children can boldly express their findings and complete the mind map with the teacher.
Difficulties: Children are willing to make reasonable guesses and imaginations according to the clues in the book.
Activities to be prepared
The book Magic Seed Shop has a children's book, a small clip, PPT, mind map and operation card.
Activity process
First, the pig expression change map: the picture is wonderful and introduces the theme.
1. Game import. Teacher: "Come and play games with my good friend piggy?" Teachers and children play games with changeable expressions to guide children to discover several expression characteristics of piglets. Doubt, happiness, fear, fear
2. Introduce a topic. Teacher: "A magical thing happened today, which changed the pig's expression. Let's take a look. " Introduce the theme.
Second, the process-based mind map: preliminary reading, understanding the content.
1. Read the book collectively and find the pig's expression: doubt.
Teacher: "Piggy found a magical seed shop (PPT) on vilen, and Uncle Badger took out three kinds of seeds (PPT). Who will tell me what these three seeds look like? " Guide children to discover the characteristics of these three seeds: white, round and colorful.
2. Reading independently, I found the expression change of the pig: happy-scared-scared.
(1) teacher: "white, round and colorful, what will these three magical seeds grow respectively?" Please read it carefully in the book. " Guide children to find the key information in the book through quiet and orderly reading, and don't open the pages in the folder. The teacher showed the children's findings after reading in the blank space of the mind map. When the child answers, guide the child: "xx seeds planted xx" "Why do white seeds grow into snowmen?" Summary: "What kind of seeds are, what kind of things are planted. They have the same characteristics. "
(2) Teacher: "Wow, that's awesome. Piggy was very happy at first, but Uncle Badger gave him another hole seed. What will grow? " "Scare the Piglet" (PPT) guides children to find the expression change of the pig from happy to scared, and it is related to the plot of the seed growing bees in the book. (Look at ppt, read collectively, and see the part of sending seeds) "Will pigs buy the seeds of long bees? The pig bought a snowman and balloon seeds, and Uncle Badger gave it a strange seed "(PPT).
(3) Teacher: "Why are pigs so afraid? What's the matter? " The children read it again, took off the clip and turned the page back. They found that the pig grew a snowman, balloon and dinosaur with seeds after meeting the wolf, helping him escape. "Who did the pig meet? What does it grow from the seed to help it escape? " (PPT)
3. The teacher posted the pictures in the corresponding blanks through the children's answers before, and concluded: "Wow, we finished a mind map together. By looking at this picture, do you know the story that happens to pigs now? This story is still a good-looking book. " Teachers and students work together to sort out the mind map, take the pig's expression change as a clue, review the development of the story in the book again, and understand the content of the story.
Third, bubble mind map: combing clues and boldly imagining.
1. View key information. Teacher: "What magic seeds are there in the book? What are they planted?" (PPT) Guide the children to complete the bubble mind map according to the information in the book, and the teacher will add it. Guide the children to answer with "the seeds of xx planted xx". (PPT)
2. Think boldly. Teacher: "What other magical things do you want to grow to help pigs?" Encourage children to imagine boldly, express their ideas and fill the blank bubbles in the mind map.
Fourth, activity extension. Teacher: "Please go home and record more thoughts with your parents" and issue homework cards to children, asking them to go home and finish with their parents, and extend the activities outside the classroom.
Activity summary
As an attempt of mind mapping in language activities, my reflection and summary after the activities closely revolve around: Is the application of mind mapping effective in the activities? Expand.
Mind mapping is a tool to visually present thinking visualization Thought in our brains. It uses the skills of paying equal attention to pictures and texts to mobilize the logic, sequence, regularity, characters and numbers of the left brain, as well as the image, imagination, color, space and overall thinking of the right brain, make full use of the functions of the left and right brains and open up the unlimited potential of the brain. The application of mind mapping in study and life has a long history.
Especially for primary and middle school students, mind mapping can help them sort out knowledge points and record and summarize what they have learned.
The thinking characteristics of kindergarten children are: figurative thinking, they like to express their inner thoughts with graffiti and painting, and mind maps can turn abstract and complicated thinking processes into visible concrete reappearance pictures such as colors, lines and shapes in a vivid way, so that children can learn to analyze, sort out and summarize. But how to use mind mapping in language activities? I have been thinking about two questions when designing this activity:
First, when to use mind mapping.
Mind mapping is often used in planning and presentation, but the domain characteristics of language activities require that the focus of the goal should be listening, speaking and reading, especially reading activities, which is to cultivate children's reading ability. Therefore, it is necessary to skillfully use mind mapping to help understand the content of picture books. So I first thought of using mind map to play the recording function of mind map when reading picture books. However, the picture book itself contains a lot of content. Uncle Badger has five kinds of seeds, each with its own characteristics, and the fruits planted have their own characteristics, and the subsequent effects on piglets are also different. It will be very complicated if we simply sort out the time clues and make mind maps. So, I thought of taking the pig's expression change as a clue to find the corresponding story, and the teacher and the child completed the mind map together.
During the activity, we can see that the children are very interested in the expression introduction of the pig, which fully mobilized the enthusiasm of the children to read the picture book and find the corresponding plot. After the children read, the teacher posted the key pictures found by the children in the corresponding blanks in time, and added the pictures that were difficult for the children to understand into the mind map after collective reading. In this way, after the child reads, the mind map is completed. The process of completing mind mapping is the process of children discovering, combing, reviewing and internalizing. Through this process, children have a deep understanding of picture books and can boldly express them, thus completing the focus of this lesson.
Second, what kind of mind map is presented.
In order to prevent children from spending too much time drawing their own mind maps, which is both difficult and deviating from the goal of language activities, when I design mind maps in activities, I first ruled out letting children draw their own mind maps, but used the method of constructing a frame with arrows and filling in the blanks with the original pictures in picture books to make process-based mind maps to help children understand pictures. And after the children learn the contents of picture books, they use bubble mind maps to let them review what they have learned before, understand their one-to-one correspondence, and boldly imagine and express their ideas in the blanks.
Judging from the effect of the activity, these two types of mind maps complement each other and play the role of "efficient tools" to help children understand the content of picture books and review and consolidate the learning content.
Generally speaking, the initial attempt to add mind mapping to language activities has achieved certain results, and the children's performance has also given me more inspiration and thinking, and applied it to the next practice.
"Seed" large class Chinese activity teaching plan 5 activity goal
1, Emotion: Feel the different attitudes and emotions of the characters, experience the fun of reading, like reading, and are willing to share with others.
2. Cognition: Understand the main content of the story, understand the growth conditions of seeds, know how to wait, and respect the law.
3, motor skills: learn to listen quietly, can tell stories to others in Mandarin, exchange ideas.
Important and difficult
Key points: understand the different emotional attitudes of Ben, Jing and An, know the conditions needed for seed growth, know how to respect the law and learn to wait.
Difficulties: understand the difference between safety, nature and quietness, understand the theme of the story, and retell the story in different clues.
Activities to be prepared
1, experience preparation: Have a basic understanding of temples and young monks, and have certain reading and language expression skills.
2, material preparation: children's song "Three Monks", picture book "Seeds of Ann" ppt, light music, little monk headdress.
Activity process
(A) the introduction of children's songs to stimulate interest
Teacher: Hello, children. Last class, we learned an interesting children's song "Three Monks", which told us to be a diligent boy. Let's sing before the new lesson! (The teacher and children clap their hands and sing nursery rhymes together)
Teacher: Today, the teacher brought you a picture book story about a young monk. This is our picture book in China. Please listen carefully.
(2) The teacher plays ppt and light music, and tells stories vividly for children with vivid language and body movements.
Teacher: What do the children see from this story?
There are dead trees, snowflakes, ponds and green trees. There are three young monks. )
Teacher: The old monk gave each of the three young monks a lotus seed. Who planted the lotus? Why don't the other two young monks plant seeds? Let's watch the story again and let the children think positively with the teacher's questions.
(3) Understand the content in sections, let the children discuss in groups and try to answer questions. (The teacher guides the children to observe the story clues in the picture)
What did Ben do after he got the seed?
(2) What did Jing do after she got the seed?
(3) What did Ann do after she got the seed?
2. Teacher: Let the children think with their heads. What are the attitudes of these three young monks towards seeds? Why did Ann finally plant the lotus?
Ben: competitive, impatient and grumpy.
Jing: Serious, competitive, too concerned.
Quiet: love, respect, wait
Which little monk do the children like best? Why? Please speak freely and express your views.
(4) Teacher's summary
1. Lotus is not planted in winter when it snows heavily and the trees are dead. Jing also uses a cover to protect the buds from the air and water they need for growth. All the buds are dead, but Ann planted lotus flowers in spring. So we know that seeds need sunlight and water to grow, and they will grow and germinate in warm spring.
2, I like to compete for the first place, I have no patience, I get angry easily, I am quiet and serious, but I also have the heart to compare. Only Ann works hard, respects the growth law of life, guards with love, and waits patiently, so she has planted the lotus. Children all like Ann, so we should learn from him in life and be a hardworking, caring and patient boy!
(5) Activity extension
1. Let the children perform picture books and create a story "What would you do if you had a seed?"
When you get home, tell this story to your parents and share your feelings with them.
Activity summary
1, The Seed of Ann belongs to a story picture book. There are many story clues in the picture. It is necessary to guide children to observe carefully and find important clues related to the theme of the story, so as to deepen their understanding of the content of the story.
2. It is difficult for children to deeply understand the connotation of the story, and they can try to deepen their understanding with a new form of mind map or record sheet.
"Seed" large class Chinese activity teaching plan 6 activity goal:
1. Learn to appreciate stories and understand the personality characteristics of characters.
2. Like fairy tales, fancy colors and cultivate imagination.
3. Being greedy and not keeping promises will not lead to good results.
Activity preparation:
Pictures or objects with seeds painted on them.
Guiding points:
1. Introduce the function and characteristics of seeds with pictures or objects.
2. The teacher tells stories to the children. The story can be divided into three parts (according to the change of the house) to facilitate children to understand the story. When telling a story, we should pay special attention to the expressive force of the character language and the rendering of the atmosphere of the story scene.
3. Help children understand words by speaking or demonstrating: models, one by one, scattered and collapsed. Learn to make the sentence "The more ... the more ...".
4. Organize a discussion: Why can't the fox get anything?
5. Make performance games according to the main plot of the story, so that children can perform freely and easily, and then understand the plot and the thoughts and feelings of the characters.
"Seed" large class Chinese activity teaching plan 7 activity purpose:
1. I like to enjoy the prose "Spring Rain and Seeds" and feel the beauty of language in prose.
2. Willing to imitate the characters in prose in different ways.
Activity preparation:
1. Prose "Spring Rain and Seeds" (new textbook P25)
2. Parent-child card 5
3. Projector
Activity flow:
1. Children's good habit of appreciating prose and listening.
Children are free to discuss which paragraph they like best and who they like best.
3. Let the children enjoy it again and show the demonstration of the parent-child card. The teacher can read out his favorite paragraphs or sentences with the children.
4. Combine the parent-child card and let the children enjoy it. Q: Where does the little seed sleep? What season is it now? When did it wake up? What did you find? Who is calling it? Why can't small seeds come out? How did the spring rain help the small seeds sprout later?
Children can enjoy freely, imitate the dialogue in prose and create their own actions.
6. Invite children to perform.
7. Appreciate the prose again and let the children close their eyes and feel the artistic conception.