The teaching objectives of the middle class lesson plan 1;
1, learn four initials bpmf and read, recognize and write correctly.
2. Know the syllables, learn the spelling methods of syllables, and spell the syllables composed of bpmf and monosyllables correctly.
Teaching emphases and difficulties:
Read the pronunciation of bpmf correctly and master the two spellings correctly. Let students master "two spellings" correctly.
Teaching preparation:
Wall charts, cards, four-line grids, multimedia courseware
Teaching process:
First, the introduction of new courses.
Teacher: We have learned six single vowels. Who can tell us?
Health:-
Teacher: Everyone has learned vowels well. Starting today, the teacher will learn the initials from you. (Show teaching wall chart)
Second, teach new lessons.
1, draw letters with situations.
Teacher: What does Dad take the children to see?
Health: Look at the Buddha.
Teacher: Yes, this is the F of "Giant Buddha". (The camera shows F, pointing to the hillside in the picture. )
What should they climb first to see the giant Buddha?
Health: hillside
Teacher: Yes, this is the "hillside" P (camera display card). The child was curious to see the giant Buddha and thought.
Health: Touch it with your hand.
Teacher: Yes, this is "touching with your hands" M. (Lens display card)
Guide students to read repeatedly with situational songs.
2. Use phonetic symbols to identify letters.
Water surfing bbb monkey car ppp
Rabbits pick mushrooms and crutches fff.
Third, guide writing:
1. Display the initials in a four-line grid and observe their positions.
The teacher demonstrated that the students' books were empty.
3. Draw red.
Fourth, homework design: write down the initials learned today.
V. Blackboard Design: bpmf
Middle class teaching plan 2 activity goal
1, understands the benefits of eating vegetables and is willing to eat them.
2. Be able to describe the characteristics and tastes of common vegetables in simple language.
3. You can cooperate with your peers, play platter games with vegetables, and experience the fun of cooperative games.
Activities to be prepared
Children should bring one or two kinds of vegetables, a picture of their doctor, salad dressing, a vegetable platter made by a teacher (see related links for picture reference) and a paper tray.
Activity process
First, share and communicate.
-The teacher showed the vegetables the children brought back to the garden and knew them one by one.
-Encourage children to talk about the characteristics and tastes of vegetables they bring back to the garden.
Second, understand the benefits of eating vegetables.
-The teacher shows the picture of the child seeing a doctor. Let children observe, think and speak. Why does the child in the picture get sick?
—— Teacher's summary: The child in the picture has a terrible stomachache because he can't pull out the stool because he doesn't eat vegetables. The doctor told him that if he didn't eat vegetables in the future, the pain would get worse and he might get other diseases.
Third, know how to eat vegetables.
-Discuss how to eat vegetables and which part to eat? What can be eaten raw?
-Teachers and children use raw vegetables such as tomatoes, cucumbers and lettuce to make vegetable salads for children to taste.
Fourth, make a vegetable platter.
1, the teacher showed the homemade vegetable platter to the children.
Teacher: Today, the teacher made a beautiful vegetable platter that you often eat. Let's have a look. What vegetables have I used?
Teacher: What do you want to do with vegetables?
2. Happy platter time.
-Encourage children to cooperate in choosing vegetables and make vegetable platters on paper plates. Teachers will tour to guide them.
-Ask the children to introduce their own platters and the names of the vegetables used.
Verb (abbreviation of verb) activity summary.
Teacher: Vegetables not only have a lot of nutrition, but also can be used to do many interesting activities, so we must become good friends with vegetables in our future life and like to eat vegetables, so that our children will get better and better.
Active strain
If conditions permit, you can also make vegetables mature and let children know their processes and methods.
Activity expansion
Vegetable rubbing painting: encourage children to operate by themselves and choose their favorite vegetables for printing. The teacher only provides pigments, tablets and drawing paper for printing.
Area angle activity
Role area: put in recipes, cookware toys, various vegetable pictures or toys to encourage children to "cook" according to the recipes.
Art area: rub the collected vegetables and make vegetable dolls.
Environmental creation
Please draw a picture of your favorite vegetables and post it in the art exhibition area, and encourage the children to introduce the characteristics and tastes of their vegetables to everyone.
Family interaction
1, please ask parents to lead their children to the market to buy food, encourage children to choose their own food varieties, determine their own food quantity, and encourage children to pay for themselves. Parents should give priority to guidance throughout the whole process, so that children can experience the happiness and sense of accomplishment of being a capable person.
2. Invite parents and children to make vegetable or fruit salad to taste.
Random education
Teachers talk more about the nutrition of vegetables and fruits in life, encourage children to eat more vegetables and develop good eating habits.
Activity objectives of middle class curriculum plan 3:
1. On the basis of thinking, speaking, watching and doing, children have a preliminary understanding of the relationship between trees and people.
2. Enhance children's awareness of environmental protection.
3. Cultivate children's keen observation ability.
4. Explore and discover the diversity and characteristics in life.
5. Encourage children to express their opinions boldly.
Activity preparation:
1. respiratory cycle diagram of trees and people.
2. Six background pictures.
3. Light music tapes.
Activity flow:
First, introduce the theme in beautiful language and arouse interest. (soundtrack)
In the most beautiful forest in the world, the rivers there sing cheerful songs every day. In the morning, when the first ray of sunshine shines into the forest, it is like putting a colorful coat on the forest mother. Birds are chirping and singing cheerful songs, beautiful butterflies are flying in the Woods, little bees are collecting honey from flowers, and even the big lion has stretched himself and walked with the little squirrel by the hand. Small animals in the big forest live happily and healthily every day. However, one day the little animals decided to move?
2. Guide children to talk about the reasons why animals leave the forest according to their own life experiences.
1. Why do animals have to move?
Just now, the children talked a lot. In fact, the reason why animals move is because trees in the forest have been cut down. Then why do animals leave the big forest after trees are cut down?
Look and talk about the relationship between trees and people.
1. Talk about the relationship between trees and people.
(1) Question: What benefits can trees bring to all of us? What can we do with the tree?
(2) Children's discussion.
(3) communication.
2. Focus on understanding the respiratory cycle diagram of trees and people.
(Show teaching aid diagram)
(1) Question: What are trees and people doing? What are they blowing?
(2) Summary: It turns out that the carbon dioxide we exhaled was only inhaled by the tree, and the oxygen exhaled by the tree was inhaled by us. The more oxygen in the air, the fresher the air is.
(3) The child's personal experience: the teacher is a big tree and the child is a game.
Four. Protect the big forest.
1. Question: How to protect our big forest?
2. plant trees. Let's plant a lot of trees for the big forest and let all the small animals return to the big forest, shall we?
(Children draw pictures in groups)
Activity reflection:
1. Through this activity, children basically realized the importance of a good environment to our lives and enhanced their awareness of environmental protection.
2. In the process of activities, children have fewer opportunities to speak, and the clips are played abstractly, which makes it impossible to understand these problems more deeply.
As the children's first teacher, I think it is necessary to educate them from life and develop good hygiene habits.
Middle class curriculum plan 4 activities:
1. In the game, you can listen to the different ringtones of doorbell, telephone, alarm clock, bicycle and other things to know the function of these ringtones.
2. Stimulate children's interest in different ringtones in their surrounding life and understand their uses.
Activity preparation:
1, touch a box
2. Doorbell, car bell, telephone bell, alarm clock, etc.
3. Pictures of various clocks
Activity flow:
1. Children's free exploration
1. Let each child choose something to play with. See if you know anything about this toy. What will you find after playing it?
2. Children explore freely
3. Centralized communication
Q: (1) Who will tell you what you just played? (Show and introduce the name of the toy at the same time)
(2) What did you find while playing?
(3) How does it speak? (Children study together)
Children explore different sounds made by various objects.
1. Children will make sounds when exploring these toys, so do these toys make the same sounds? Let's play again. This time, we can play with all the other three toys, listen to what they make and think about what the bells of these toys are for. What will we do when we hear the bell?
Children concentrate on communicating the functions of various bells.
Q: (1) What did you just play? How does it talk? What will we do when we hear it? And so on: A doorbell rings "Ding Dong Ding Dong". You look out of the small hole in the door. If you don't know someone, we won't open the door. B The alarm clock is ringing, tell us to get up quickly and go to kindergarten. There are many children waiting for you to play games in the kindergarten! C, it is polite to answer the phone. D bell jingles, telling us to make way and walk carefully.
3. The teacher also made up a children's song with these ringtones, called Song of the Bells.
The doorbell is jingling. Get the door.
Rinrin's alarm clock rang. Go to kindergarten quickly.
The phone call is from Ding. Speak politely.
Rinrin, be careful where you walk.
Unconsciously, I have been a full-time music teacher for one semester. Here, I summarize the teaching work of this semester as follows, reflect on myself, find out the shortcomings and make progress.
First, the understanding of music education
Music is a perceptual art, and the charm of music lies in that you give people a space to gallop their imagination. A good musical work either contains a beautiful meaning or expresses a warm artistic conception. This kind of artistic conception beauty and artistic conception beauty have profound appeal to people and will leave a beautiful mark on the soul. How to plant a beautiful music seed in children's hearts and germinate and grow is my greatest wish. I think music teaching needs emotional input, so we must create a relaxed and happy atmosphere and be good at creating a relaxed and happy growth environment for students. I think it's even more important than knowledge, because teachers and students win with affection.
An educator once said: "Music education is not the education of musicians, but the education of ancestors." Therefore, the fundamental purpose of music education is to educate and cultivate all-round people, but it is by no means to train every child into a musician, but to think for many children who will not become musicians in the future, encourage them to become active music lovers with certain musical ability, let them enjoy happiness and fun from music, be inspired by music, develop their intelligence and creativity, and lay a good foundation for their future growth and development.
Second, the reasonable selection of materials, careful design, to stimulate interest
The content of music class is rich and colorful, and its biggest feature is to arouse people's interest, impress people's emotions and make people get a happy education through artistic activities. In music teaching,
Teachers should understand the development level and needs of children and choose the one that suits them. In my teaching practice, I found that the actual needs of children are childish things. They pursue natural, instinctive, spontaneous, fun and interesting things from the standpoint of instinctive needs. Therefore, in music activities, we should choose those music with simple melody, vivid image or playful nature, or choose suitable content from children's life range. For example, the game "Looking in the mirror" is to select the content of children's life as the material, add music, and let children recreate their existing experience of looking in the mirror according to music, so that children can understand it easily, like it, have the enthusiasm for learning, and can express it by means of music, rhythm and so on. In other words, only when the teaching materials are handled and the teaching design is interesting can children be attracted to learn. Starting with the selection of the most basic musical structural elements, I have formulated the goals and contents of music games and music activities step by step, from shallow to deep, from simple to complex, from near to far, from concrete to abstract. Children are very interested in the music activities designed and arranged in this way, which makes them feel like playing games.
Third, encourage children to use their hands and brains and actively create.
In music teaching, teachers should first consider teaching for children's learning, adopt positive methods, and strive to achieve the goal of teaching without teaching, rather than mastering knowledge through simple repetition, but by solving various interesting and meaningful topics. For example, guide children to choose musical instruments with different timbres freely, weave corresponding rhythms to express "the weather is changeable" and "let's go for an outing" and so on. Children's knowledge about music is applied in the new situation. Although there are many ways to review and repeat, they are also based on thinking experience. It focuses on children's real understanding of knowledge by manipulating objects (musical instruments and props) and personal perceptual activities. at present
Children can play all kinds of musical instruments in music activities, and children in middle and large classes and even children in small classes can express music content with musical instruments. For example, a music lesson in a small class "Rabbit and Wolf", the lyrics mentioned "Rabbit jumps", "Wind whistling" and "Leaves rustling". I will inspire children to use what instruments to express these things, and children will think of using wooden fish to express rabbits, sand balls to express wind and leaves, and so on. These are based on their understanding of the timbre and characteristics of various musical instruments and their existing life experience. Therefore, only when teachers teach creatively and children learn creatively can children's interest be stimulated and their potential be brought into play, such as writing lyrics, composing music, singing and dancing. Children are eager to fully express what they can express, and they will naturally explore and create. In the current music activities, I try not to show my own examples or guidance before children's music operation, but try to encourage children to express their understanding and feelings. For example, in the game activity of "Little Bear transports watermelons", no matter how little bear transports watermelons and where watermelons roll in music, I have never demonstrated it, but through children's repeated attempts, bold exploration and creation in the game activities, their sense of music has gradually formed and their interest in learning has also been cultivated.
In addition, I don't ask children to create perfect musical achievements at once. Children are exploring, and the things in the process of creation must be childish, childish, and belong to the children themselves. At this time, the teacher's role is to observe and listen to the children's words and deeds, and then pull them out, so that the children can continue to improve in this process. For example, in the process of children's free imagination with music, I don't pay attention to the beauty of children's movements, but pay attention to observing their forms and listening to their imagination, and then improve them through coaching. Another example: musical instrument creation activity "My Day". Finally, children use musical instruments to match their stories with simple sounds and simple forms, but this is not enough.
It turns out that the children just started their own works, which were done by everyone together. Although the work is not very mature, I gave them a high evaluation and made them feel very successful. I don't think the teacher can worry: "What kind of music is this like?" They have to wait patiently. What they built at the beginning must be very simple and disgraceful. If we can realize this, we will protect children's interest and enthusiasm in learning, give them a sense of security, and let them gradually become decent, mature and constantly be transformed and improved, which truly reflects the process of learning from quantitative change to qualitative change.
Fourthly, the application of situational teaching.
Situational teaching refers to a teaching mode in which language, objects, music, pictures and other means are used in teaching activities to create a vivid and real teaching environment that combines emotion and cognition, stimulate students' positive emotions, enable students to effectively acquire knowledge in a relaxed and pleasant teaching atmosphere, cultivate students' personality and cultivate students' ability to feel, appreciate and create beauty.
Through the experiment of situation teaching, I summarized several steps of situation teaching: setting situation-feeling situation-expressing situation-expanding situation-transforming situation.
(1) Set the context.
1, creating a special learning environment
This semester, the kindergarten has set up a music classroom. When children come to this environment, they will know that they are here for music activities. In this special environment, teachers lead children to use hearing, vision, touch and sense of movement comprehensively, and through various games.
Observe and operate these environments and materials. Through the interaction with this environment, children will consciously absorb various factors of music in this external environment, and finally form their own inner music experience and music concept.
2. Organize teaching and set up teaching situations that match the classroom teaching objectives.
Organizing teaching mainly includes several basic steps, such as calming students' emotions, letting students enter the classroom with the rhythm of music, feeling the music atmosphere and greeting teachers and students. For example, in the game Treasure Hunt (pitching practice game), the teacher first arranged the classroom as a simulated treasure hunt exploration area, and introduced through the teacher's language: "Today we are going to treasure hunt in the big forest, so let's get started!" Introducing children into the natural environment of the big forest has aroused children's expectation of a series of stories that will happen in the forest, and at the same time, they can quickly enter the role and actively participate in teaching activities.
(2), feeling:
In this link, the main purpose is to let students "warm up", mobilize students' learning emotions through some basic training that matches the teaching content, and at the same time solve some key and difficult points in teaching in a targeted manner to lay the foundation for teaching. Or take "Going to Treasure Hunt" as an example. After the children sat down, I designed the basic exercises of listening to melody. Through the teacher's vivid language introduction: "we have to go through three special doors in the process of exploration, and the spell to open this door is a piece of music." Only when you sing the melody of each door correctly can we pass. Let's practice our ears first, ok? " Then, I did some model singing exercises, and the whole class began to enter the state of full devotion of both teachers and students, which laid a solid foundation for good teaching effect.
(III) Performance:
Teaching objectives of lesson plan 6 in middle class:
1. Understand the hero's activities and feelings by observing the pictures.
2. Understand verbs such as "detour", "leap", "trip" and "rush" through language or physical demonstration.
3. Observe the pictures and guide the children to tell the contents of the pictures.
4. Explore and discover the characteristics of bicycles in life.
Teaching preparation: big books, photos of teachers or children riding bicycles.
Teaching process:
I. Import activities:
The teacher showed a photo of riding a bike and asked the children if they liked riding a bike. Then let the children talk about where they have been by bike. What do you see? After the children discussed, the teacher made a summary.
Second, look at the picture:
Cover: Show the title first, and make clear who "I" refers to: The title of this book is My Bicycle, and who does "I" refer to? Where do you think he will ride?
1 Page: Where did he go by bike? There is a tree in front. What should I do if I want to continue riding?
Page 2: Where did he go by bike again? If you ride a small bridge, what word can you use to sum up this action?
Page 3: (covering "coming under the tree") Let the children look at the pictures and add "Where do I ride my bike?"
Page 4: Teaching is the same as page 2.
Page 5 and Page 6: Observe the verbs "ride up" and "rush down" respectively.
Page 7: What happened? Why is this happening?
Third, summarize and share:
The teacher summed up the places where the little boy had been and the verbs he used.
(This case refers to the teacher's counseling book)
Teaching reflection:
The material of this book comes from life and is something that children see or experience around them, so children have a strong interest in learning and a high degree of participation. Through the study of the reader, the child understands that the story is told in chronological order, and every day after a week, the sentences are relatively unfolded.
In the teaching process, I pay attention to the demonstration of actions, so that children can imitate the verbs that appear in the readers and deepen their understanding of verbs. The disadvantage is that the problem is not very open, which limits the child's imagination and thinking ability. At the same time, they pay too much attention to the active children in the classroom and ignore the participation of other children. I hope to learn from the experience in the next activities and improve the teaching quality.
Encyclopedia: Bicycles, also known as bicycles or bicycles, are usually small land vehicles with two wheels. After people get on the bus, they are green and environmentally friendly vehicles powered by pedaling.