Second, learn quantifiers: one, one, one. Third, feel the fun of making up stories.
Preparation: flip chart, homemade lotus leaf, word card (one, lotus leaf, one, one), story recording, process: 1 With the music of "picking fruit" entering the venue, the teacher put the "fruit" into the lotus leaf. After the "picking fruit", he distributed the "fruit" to the children, and then displayed the lotus leaf for the children to observe what the lotus leaf looks like. 1. "Do children know what this is?" (Lotus leaf) and show the card "A Lotus Leaf".
2. "What do children think of lotus leaves? Do you know what lotus leaves are for? If you had a lotus leaf, what would you do with it? " (Children express their opinions) 3. "This lotus leaf floats on the river. Guess what will happen next? " (Children express their opinions) Second, open the first picture 1. "Look, what do you see? Who has lotus leaves? What is the frog saying? (Chicken, lotus leaf for you) 2. " How can the lotus leaf be in the frog's hand? "(Encourage children to imagine boldly: frogs swim in the river and see this big and soft lotus leaf floating on the river) 3." Look, children, is the chicken happy to receive the gift? Where did you see it? Summary: The little frog swam in the river and saw a big and soft lotus leaf floating on the river, so he picked it up. On the way back, the little frog met his good friend Chicken, and he gave it to Chicken. The chicken said happily, "Thank you." The chicken happily bid farewell to the frog with a lotus leaf.
What will happen next? "Open the second picture 1." What happened? "(It's raining) 2." Are you in a hurry? Where did you see it? "(Don't worry, his eyebrows bent and he smiled) 3." Why is he not in a hurry? It has a frog's lotus leaf, which is an umbrella. Show the word card "one" and let the children say "one * *". 4. "Why can chickens use lotus leaves as umbrellas?" (Lotus leaves do not leak) 5. "What is the chicken thinking with the lotus leaf given by the little frog? It's a good thing there is this lotus leaf, otherwise we will get wet in the rain. )
Summary: Suddenly it rained, and the chicken quickly propped up the lotus leaf given by the frog and used it as an umbrella. The chicken thought, thanks to this lotus leaf, otherwise I would get wet by the rain.
Four, "After a while, the rain stopped. What will happen next? " Let's not put the third picture.
1. Show the pre-drawn picture of a chicken standing by the river with a frown. "What difficulties did the chicken encounter? What would you do? " (The child tries to find a way) 2. Show the third picture, "What has the lotus leaf become?" (ship) 3. "Why can a lotus leaf be a boat?" Children think and answer 4. "What will the chicken sitting on the lotus leaf think?" Fortunately, the little frog gave me this lotus leaf, otherwise we wouldn't have crossed the river. ) summary: while walking, a river blocked the chicken's way. The chicken used lotus leaves as a boat and crossed the river happily.
The chicken smiled and thought, fortunately, the little frog gave me this lotus leaf, otherwise we wouldn't have crossed the river. 5. "Where did the chicken go after crossing the river?" Show me the fourth photo.
1. "Who else is in the photo?" (Grandma Chicken) 2. "Where did the lotus leaf go?" Show me the word card "one". 3. "What is the chicken saying to grandma?" Guide children to imagine boldly, such as "grandma, this lotus leaf is for you." "Grandma, this lotus leaf is very useful.
"Summary: The chicken crossed the river and came to grandma's house. It made a lotus leaf into a flower basket and gave it to grandma. The chicken told grandma, "This lotus leaf is of great use" and told grandma the interesting things that happened along the way. Listen to the whole story.
Seven, a lot of interesting things happened to chickens along the way. It told the story to grandma happily. Now all our children have become this lovely chicken. Please tell your parents the interesting things that happened along the way. 8. Ask children and parents to tell stories separately with the stage.
Summary: Chickens have made so many interesting things with lotus leaves. Do the children have any new ideas? If you had a lotus leaf, what would you turn it into? Go home and share your thoughts with your parents.
2. Small class teaching plan "The world around me" teaching design objectives:
1, theoretical short sentence "I see X color XX."
2. Perceive the color changes of things around you and be able to use language boldly.
Design intent:
Life is colorful, sunshine is seven colors, and the colorful world attracts every child. Seeing the PLA uncle, the children said excitedly, "Green clothes, green clothes". So the teacher asked, "What else is green?" Grass, forest Kyle: My glasses are green, too. "(Today he brought a pair of sunglasses) So the teacher thought of Green World. Let children wear green glasses, look at the surrounding environment from the perspective of appreciation, perceive the color changes of the surrounding environment, and be able to boldly express their thoughts and feelings in words.
Key points: the theoretical short sentence "I see X-colored XX."
Difficulties: Willing to express boldly in front of the group and learn short sentences.
Solve:
1, poetry infection method
Teachers use beautiful poems to make children feel the changes of things around them after wearing glasses, thus stimulating their desire to learn short sentences and arousing their interest in activities.
3. Small class Chinese teaching plan: Hello! I'm glad to answer your question: the activity goal of the Chinese lesson plan "Marxist metaphor sentence" is 1, and the Marxist metaphor sentence: ... likes it. ....
2. Children can boldly imagine and express in words. Activity preparation: courseware, pictures and videos.
Activity flow: 1. Learn metaphors ... like ... by watching videos of blind people touching elephants. 1. Play the courseware and tell the story of "The Blind Touch the Elephant". 2. Question: What part of the elephant did they touch? What did they say? 3. Summary: They touched a part of the elephant, not the whole elephant.
4. Discussion: Let the children think. Why do blind people say elephants are like dustpans, radishes, pillars, beds and ropes? (1) Guide the children to say: When a blind person touches an elephant's ear, it feels like a big dustpan. (2) Show pictures: elephant's ears and dustpan; Elephant's teeth and radish; Elephant's legs and pillars; Elephant's body and bed; Elephant's tail and rope.
Let the child speak completely; Elephant's teeth are like big radish; Elephant's ears are like dustpans; Elephant's legs are like pillars; The elephant's tail is like a rope; An elephant's body is like a flat bed. (3) children's imagination; What are the teeth, ears, legs, body and tail of an elephant? Second, the game: find friends and children to practice: "... for example ..." Go ahead.
Divide the children into two groups, stand face to face, find matching pictures, such as mushrooms and umbrellas, and speak with … such as …. Third, children's divergent exercises are expressed in complete words.
The teacher plays the courseware to let the children imagine and express boldly, and the teacher encourages them in time. 4. Activity extension: Go outdoors to observe the natural scenery, and use … to express it. For example, the balance beam is like a small bridge.
Activity reflection: It is pointed out in the Guiding Outline of Kindergarten Education that it is necessary to create a language environment for children to dare to speak, want to speak, be willing to speak and respond positively. I designed this activity to grasp this point, organize children to listen to stories carefully, and deepen their perceptual understanding of figurative sentences in questions. By observing and comparing the pictures, let the children find their similarities and learn the sentence patterns of figurative sentences from them. Children respond positively in activities, and teachers guide children to divergent thinking. What else are they like? Encourage children to imagine boldly and express completely.
According to the age characteristics of children, teachers can alternate between static and dynamic, deepen their study through the game of "finding friends", encourage children to imagine boldly through the image courseware display, and express themselves completely with image sentences. Children's thinking is active in the whole activity, and the activity atmosphere is very strong.
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4. How to write a complete sentence teaching plan [teaching goal] The goal [teaching difficulty] should be set from three dimensions: "knowledge and skills, process and method, emotional attitude and values", focusing on the difficulties that students may encounter in the process of knowledge construction and method internalization.
[Teaching methods] We don't seek a unified model or method, but we should pay attention to guiding self-study, inspiring thinking, encouraging participation, cooperative learning, combining with practice and encouraging questioning. Advocate the unity of teaching flexibility, diversity and effectiveness.
[Teaching process] This part is the focus of the teaching plan design, so it must be written in detail. When it is completed, it can be carried out from the knowledge system of teaching content or the cognitive process of students accepting knowledge, or it can be optimized by combining these two main lines.
It is an important strategy of process design to create problem situations to guide students' learning and organize teaching with problems as clues. [homework].
5. Teaching Design of "Long Sentences and Short Sentences" in the composition guidance course of the first grade: 1. Understand the characteristics of long sentences and short sentences II. Learn to turn long sentences into short sentences: 1. Follow the principle of changing long sentences into short sentences 2. Teaching difficulties in mastering the method of changing long sentences into short sentences: the transformation of nested long sentences: the combination of teaching and practice: multimedia projection teaching hours: 1 teaching process: 1. Shortening long sentences into short sentences in test sites is one of the sentence transformation of four kinds of language expression topics in college entrance examination.
This kind of question has a long history and is one of the common questions in the college entrance examination. 2. Long sentences and short sentences Observe this example sentence on the big screen and answer the questions.
Example 1. Atoms are composed of nuclei, which are composed of positively charged protons and uncharged neutrons in the center of atoms and negatively charged extranuclear electrons rotating around them at high speed. 1. Intuitively, is this sentence a long sentence or a short sentence? 2. Observe the characteristics of this sentence.
Students answer, long sentences. Very long.
(Where does it grow? ) There are many words, large capacity and complicated structure. To sum up, long sentences with many words, large capacity and complex structure are put forward.
3. Long sentences are like this. What about short sentences? Students answer, few words, small capacity and simple structure. Show me the short sentences.
Exodus 2. Atoms consist of nuclei and extranuclear electrons. The nucleus consists of protons and neutrons.
Protons are positively charged. Neutrons have no charge.
The nucleus is located at the center of the atom. Electrons are negatively charged.
Electrons revolve around the nucleus at high speed. 4. Observe example 1 and example 2. The transformation from example 1 to example 2 is that long sentences become short sentences. Have the meanings expressed in the two examples changed? Word order, words? Clarity: the meaning of the sentence remains unchanged, the form of expression changes, the word order is adjusted, and words are added or deleted.
5. Think about the essence of changing long sentences into short sentences. Clarity: under the requirements of the topic, changing a long sentence into several short sentences can adjust the word order and add or delete words without changing the original intention.
The essence is to turn a complex sentence into several simple sentences. Third, the example operation: Example 3 (National Volume 200 1) changes the following long sentences into short sentences to make the meaning more clear.
Now many countries have been able to produce robots that can operate machine tools independently, take care of patients in wards and work in dangerous areas. 1. Read the questions and specify the requirements.
Thinking: What does "make your meaning clearer" mean? Clear: after the transformation, the meaning is more clear. In other words, the meaning of this long sentence is relatively unclear.
2. Read the long sentences given and think: What is the meaning of the long sentences? 3. What is the important message of this long sentence from the point of view of compressing paragraphs? What is the secondary information? Clear: important information-robots can be produced in many countries now; Secondary information-the crux of the ambiguity of the meaning of the three long attributives arranged in front of "robot" lies in the interweaving of the two kinds of information. The principle of answering questions is to divide two kinds of information.
4. Show the reference answer. Answer 1. Now many countries have been able to produce such robots: they can operate machine tools independently, take care of patients in wards and work in dangerous areas.
Answer 2. Some robots can operate machine tools independently, take care of patients in wards and work in dangerous areas. Now many countries have been able to produce such robots.
5. What are the similarities and differences between the two answers? Clear: the expression order is different. Answer 1 Say the important information first, then the secondary information.
Answer 2: Say the secondary information first, then the important information. The expressions are different, but they all shorten the long sentences and make the meaning more clear.
* * * The similarity is that both answers are divided into important information and secondary information. 6. summarize the experience of doing the problem.
The essence of long and short sentence conversion operation in college entrance examination is information segmentation. (Guangdong Volume 2005) Rewrite the following long sentences into four shorter sentences to make the meaning clearer.
You can change the word order, add or delete words, but you can't change the original intention. Russian scientists have recently designed a new type of interstellar "compass", which has the characteristics of light weight, low energy consumption, high precision, strong anti-interference ability, digital camera shooting and accurate identification of spacecraft direction. The essence of students' exercises, teachers' reminders, the requirements of topics and transformation is to divide information.
Clear: Important information-Russian scientists have recently designed a new type of interstellar "compass". Secondary information-a new interstellar "compass".
The three long attributes arranged in front. The crux of the ambiguity of long sentences lies in the interweaving of two kinds of information. The principle of answering questions is to divide two kinds of information.
Russian scientists recently designed a new type of interstellar "compass". (2) The shape of this new interstellar compass is an opaque black tube.
③ It has the characteristics of light weight, low energy consumption, high precision and strong anti-interference ability. ④ It also has the functions of digital camera shooting, making the spacecraft accurately identify the direction and so on.
Summarize the experience of doing the problem. 1. confirms our understanding that the essence of long and short sentence conversion operation in college entrance examination is information segmentation.
2. We saw the shadow of long sentences turning into short sentences in the national volume 200 1. Although the secondary information in the topic has become a little more complicated, from three parallel components to three more complicated components, the latter is the juxtaposition of parallel components, but the type of the topic has not changed.
3. When expressing short sentences, in order to strengthen the cohesion between sentences, the answer uses the pronoun "this", and in order to form sentences independently, the pronoun "it" is used as the subject of the following short sentences. Example 5. (Outline Volume 20 1 1) If you rewrite the following long sentences into several shorter sentences, you can change the word order and add or delete words without changing the original meaning.
Summary is a written material that an organization or individual reviews, examines, analyzes and evaluates after work and study come to an end, from which they can find out successful experiences or failed lessons, know the truth, gain regular knowledge, and use it to guide the formation of future working faces. Students practice and teachers guide them.
Remind students to make clear the requirements of the topic and the direction of homework. Teachers patrol to check students' problems.
Show me the answer summary is a written material written by an organization or individual after work and study come to an end. It often reviews, examines, analyzes and evaluates the previous stage.