Free lesson plans for primary and secondary schools/
Book 7 Zhejiang Education Edition Art Teaching Plan
Table lamp design
First, the teaching objectives
1. Understand the different ideas or production techniques in the design of desk lamps.
2. Be able to design or make a complete desk lamp, and design or make a unique desk lamp by drawing, cutting and winding.
3. Cultivate students' creative ability of combining aesthetics with practicality or practical ability of making desk lamps, and realize that the inspiration of design is often hidden in daily life.
Preparation before class
(Students) Colored pencils, pencils and black pens.
Relevant materials (for teachers).
teaching process
1. Enjoy.
(1) Appreciate the "Changxin Palace Lantern". Students can judge "What is this?"
(2) In the brief introduction, teachers let students know that it is not only a beautiful portrait sculpture art, but also a combination of practical functions and scientific principles of air purification.
Combined lighting appliances, so it is called "China's first Yi Deng".
2. Improvisation.
(1) Take yourself as a model, design a unique shape, and achieve a unique "humanoid desk lamp". (Pay attention to the placement of lights)
(2) Students use body language to show creative desk lamps, and the teacher pointed out in time that these desk lamps have blurred the structure of ordinary desk lamps, which will be beautiful and practical in clever use.
Quiet combination. Leading topic-creative desk lamp design
3. Substitute flowers for trees, creative desk lamps.
(1) Show a beautiful goblet and ask: How to use its characteristics to make it a novel desk lamp?
(2) Courseware shows more objects from life, such as umbrellas, vases, bicycles, fruits, etc. Group discussion: How to reconstruct the "creative desk" by replacing flowers with trees?
Lights. "
(3) The group reports interesting ideas, and the courseware presents all kinds of "creative desk lamps" in time to make students' ideas come true.
4. Details light up the creative desk lamp.
(1) Appreciate the masterpieces and think, "Where are the details that moved you?
(2) The courseware is fixed in the details of the desk lamp, and it is found that some simple elements such as lines and shapes endow the work with eternal charm, and students think about how they will present the design.
Highlights.
5. create.
Requirements: Find inspiration in life and design with the ingenious combination of familiar things.
No matter the table lamp with black and white or color effect, please show the design highlights in the depiction of a certain detail.
6. Evaluation and presentation.
(1) Students' self-presentation-introduce how to embody clever combination.
(2) The audience's targeted appreciation-my favorite creative details.
water resource
First, the teaching objectives
1. Knowledge: Understand the importance of water to human life, learn and use posters to publicize and save water resources.
2. Skills: Understand posters, analyze and understand the basic elements of poster design and its creative techniques, and create simple posters that save water, love the water and protect water resources.
3. Emotion: Educate on protecting water resources and saving water, and cultivate students' feelings of caring about social problems and loving the motherland.
Preparation before class
(Students) Collect information about water resources. The group will have a poster board, colored paper, painting tools, scissors, glue stick, etc.
(Teacher) Relevant information on water resources destruction, examples of publicity boards, various works of art on water, and various creative tools and materials.
teaching process
1. Introduction.
(1) The pictograph "water" is painted on the board. Guess what it is? Why?
(2) Introducing new courses.
2. Appreciation of artistic works.
Show various works of art about water (painting pictures, patterns on daily necessities, etc.), and students can express their opinions while enjoying them. Panel discussion: water and human beings have
What's the relationship?
3. Comprehensive exploration and practice.
(1) Show the icon: Guess what this sign is? (Know the national water-saving mark of China)
(2) Is it necessary to save water? Teachers describe a set of data and show a set of pictures:
The global water shortage is1200 million people.
The number of people who die from water-related diseases is 3 million-4 million every year.
It is estimated that by 2025, the water crisis will spread to 48 countries, and about 3.5 billion people will be trapped by water.
About 200 tons of garbage are dumped into rivers, lakes and streams all over the world, and 8 liters of fresh water will be polluted if the waste water is not raised.
Students express their feelings.
(3) It is urgent to save water and protect water resources. Let's plan a publicity campaign and learn to make a blackboard newspaper: show an example of a blackboard newspaper and observe what the contents of the blackboard newspaper are.
Arranged? How to highlight the theme? What different forms are used?
(4) Organize students to organize materials in small groups, formulate publicity programs, and rationally divide labor: purposefully screen existing materials, and make supplementary materials with themes.
* * * To solve the following problems:
① What information about water resources should be selected? (2) in what form? ③ How to make the bulletin board more beautiful? ④ What art materials and tools are used to make it? ⑤ Note when making.
Meaning what?
(5) Teachers' itinerant guidance and targeted counseling according to the situation of each group.
4. Publicity and display, evaluation and summary.
(1) Organize each group to show their achievements and comment on each other:
Which group of designs is the most innovative?
Which group of content has more opinions?
(2) Tell me about the lessons learned.
Comics and life
First, the teaching objectives
1. On the basis of studying the cartoon head, learn more about the cartoon language and learn simple cartoon creation techniques.
2. Through the study of this lesson, let students understand the relationship between comics and life, and inspire students to express it in comic language according to the plots and feelings in life.
3. Understand the humorous factors in life, cultivate students' cheerful personality, and distinguish right from wrong through observation and thinking.
Preparation before class
(Students) favorite comic pictures or comic books, comic creation stories or cartoonists they have learned, and painting tools.
(Teacher) Courseware, cartoon materials, pictures, and video materials of San Mao's Wandering Tale.
teaching process
1. The situation is exciting.
(1) Play "San Mao's Wandering Story" Thinking: How does the image of San Mao make you feel?
(2) Summary: We can boldly exaggerate or even deform the characters in cartoons to serve our own ideas. "The Father of Sanmao" belongs to Grandpa Zhang Leping.
Creative experience: Comics come from life.
(Uncover the topic: "Comics and Life")
2. Try to imitate.
(1) Students take out pictures or comic books prepared before class, imitate their favorite comic images, feel the comics and stimulate their interest.
(2) Observe and think: What are the expressive features of your cartoons?
(Summary: Comics are exaggerated and humorous, and can express certain thoughts and feelings)
(3) Can you use cartoons to express the characteristics and feelings of the characters? Try it. Fear, happiness, etc. Characters' facial features, movements, etc. You can also try to draw animals.
)
(4) communicate and talk, so what characteristics of the image are highlighted?
3. Courseware appreciates cartoons with obvious content characteristics.
Cats Fishing: What does the cartoon mean? Humor?
Banfen: What does the author want to show?
Painting: Tell us a truth?
Discussion: What other phenomena in life can be represented by cartoons? (Students talk about their own ideas)
(Summary: One cartoon)
Appreciate so that's it.
(Show the first and second pictures): What is depicted in the picture?
Next, think about the result. (Trial drawing)
(showing the third and fourth pictures): Are there any different results?
(Summary: Four-grid comics)
4. try to create.
(1) Discuss the creative content.
While enjoying the comics, everyone talked about so many interesting possible results. Can you still find some creative materials in our life?
(2) communicate with each other and inspire people to express their life with cartoons.
(3) Layered teaching:
Provide some cartoons for students with difficulties, and then create or adapt them.
Provide some materials for students who lack ideas:
"Reason" is in it "
Jack galloped along the street on his bicycle, and the people passing by evaded him. The policeman stopped him and asked, "Why do you ride so fast?" Jack replied, "I'm sorry, I"
Our brakes are broken, so I want to ride back and repair them as soon as possible to avoid accidents! "
Tooth extraction
The dentist said to the patient, "Don't be afraid. Come and have a glass of wine to calm down." After the patient drank the wine, after a while, the doctor asked, "What do you think now?
""Who dares to pull out my teeth? " The patient said to the doctor with red eyes.
5. homework presentation.
6. Extracurricular extension.
Introduce Feng Zikai, a Chinese cartoonist.
Introduce other comic types
Drama life
First, the teaching objectives
1. Learn about the artistic features of China's operas and the performance features of opera characters by collecting materials and enjoying opera performances.
2. Use the basic techniques of ink painting to express students' favorite opera characters.
3. By appreciating and expressing the characters of traditional Chinese opera, let students feel the charm of traditional Chinese opera and promote their love for Chinese excellent traditional culture.
Preparation before class
(Students) Collect pictures and stories of opera characters; Prepare the corresponding tools for ink painting.
(Teachers) Courseware, pictures of various traditional Chinese opera figures, pictures of group learning tasks (tearing a complete picture of ink and wash opera figures into several broken pictures according to groups),
Ink painting tools.
teaching process
1. Organize teaching and enter the learning state.
(1) Enjoy the opening music of Beijing Opera and enter the classroom.
(2) Organize discipline, calm down and enter the learning state.
2. Introduce excitement.
(1) Conversation leads to group learning tasks. (Please ask each group leader to receive pictures of group learning tasks)
(2) Group task: Try to express the images on the pieces of paper received by their respective groups with ink and wash. (Hint: Guide students to use center and winger to express lines and pay attention to ink color.
At the same time, explore the application of basic ink painting techniques such as ink breaking color and color breaking ink)
(3) Each group shows homework, praises students who can express lines with center and flank, and pays attention to the change of ink color, encouraging students to explore boldly.
(4) Reveal the complete pattern of the fragments and reveal the topic "Drama Characters".
3. Perception is interesting.
(1) Communicate in groups about the materials collected and prepared by them, and praise the students who have prepared the materials;
(2) Teachers summarize the knowledge about opera performances and opera characters;
(3) Appreciate the fragments of the opera performance, so that students can feel and imitate the action modeling of the opera performance and experience its performance characteristics;
(4) Appreciate the opera characters in the works of art, observe and analyze how to express the main features of the opera characters' demeanor and movements with ink and wash, and experience the exaggerated and deformed works of art.
Use. (Hint: Guan Liang's "Wu Song Beats the Tiger" is concise and vigorous, and captures the movements and demeanor of opera characters with exaggerated and deformed ink and wash modeling. Guide students to observe and understand ink painting language
The bold use of. )
4. try to explore fun.
(1) homework requirements: express your favorite opera characters in ink and wash;
(2) Make bold and free modeling performance according to the pictures collected by yourself or the images of traditional Chinese opera characters in your heart, and teachers give encouragement and prompt to students during the inspection. Opposite hair
Now the common problems, such as the size of composition, the color of ink, the image of formality, etc., are given timely advice, inspiration and help students solve.
5. Evaluate Yanqu.
(1) Show students' works with digital cameras or video cameras immediately, so that students can evaluate themselves and each other and further develop their thinking.
(2) Teachers generally evaluate the advantages and problems, and the main points of evaluation can be the free use of ink and wash language, the performance of the movements and demeanor of opera characters and so on.
(3) Appreciate the traditional Chinese opera characters represented by different materials and understand the relationship between culture and life.
After class, please pay attention to the opera performances around you and try to use more materials to express the opera characters.
be radiant with delight/joy
First, the teaching objectives
1. Learn about some traditional festivals and activities in China, collect art works related to festivals, and understand the meaning, uses and characteristics of modeling colors of these art works.
Master the word double happiness.
2. Learn the knowledge of warm colors and use various methods to express the festive atmosphere, and learn to cut simple double happiness and double happiness with decorations.
3. Cultivate students' love for the traditional festive culture of the motherland through activities such as collection, understanding and expression.
The first class
Preparation before class
(Students) Various portable festive articles, colored paper, scissors and glue.
(Teacher) Happy Music Tape, Red Ribbon.
1. Import.
(1) Play the music of Happy Joy after class to make preparations, creating a happy atmosphere.
(2) Show me some pictures and tell me which picture you think is on a holiday, and where did you see it?
(3) Revealing the topic: In some major festivals, people often present a picture of "jubilation" by dancing lions and decorating lanterns.
2. Appreciation and evaluation.
(1) Think about it.
(1) What other festive days, what materials and methods do people use to express the jubilant atmosphere?
Show relevant information about Zest Garden Ltd., China: fort-i.com/.
② Student introduction: Teachers use courseware to show corresponding pictures or video materials. This paper mainly introduces the meaning and application of these ornaments.
(2) Look at the picture just now. Please answer the teacher's question. What colors and objects do people mainly use to create this festive atmosphere? (learning warm colors)
(Red, yellow and other colors are mainly used to create a festive atmosphere, and many items are used, mainly lanterns, balloons, fireworks, etc.) What colors are mainly used to dress up, and why?
Why use these colors? Write on the blackboard at the same time)
Now, through discussion, we have found out what elements the festive atmosphere comes from. Then, if we are to draw a picture showing the festive atmosphere, we should
How to draw? Cold and warm colors are related to people's mood. )
3. Activity performance.
(1) Please come up and perform: lion dance, yangko dance, dragon boat rowing, etc. The teacher plays music or pictures.
(2) Draw a picture with a special background for the performance just now. Please tell each other how you want to show the festive atmosphere.
(3) Pay attention to the harmony and unity of color collocation.
4. Students' homework.
Teachers patrol to give individual guidance.
5. homework presentation.
Students fill in appreciation words with each other.
The second class hour
Preparation before class
(Students) Colored paper, scissors, double-sided tape, etc.
(Teacher) Happy Music Tape, Wedding Video, Red Ribbon.
teaching process
1. content review.
(1) Think back to the last lesson: What materials are usually used for decoration on festive days: lights, silk, Chinese knots, etc.
2. Design the scene and start teaching.
(1) Friends who want to get married need a lot of happy characters. Please help children design them.
(2) Play the video of the cut-out characters, and then analyze the key points, steps and expansion points in the video.
(3) Help to the end and help a friend design a new house by the way.
(4) If the classroom is the new house, how will you decorate it?
(5) Group discussion.
(6) Summary: roofs, windows, doors, walls, etc.
(7) Show all kinds of decorative pictures of roofs, windows, doors and walls, so that students can have something in their hearts.
(8) Each group chooses one item to create.
(9) Video students' creative process.
3. After-class evaluation.
Evaluate each other between each group, say and recommend some good suggestions.
descendants of the dragon
Teaching objectives
1. Have a preliminary understanding of the culture and history of the dragon, as well as its special position in the tradition of the Chinese nation, and know the animal prototype and symbolic significance of various parts of the dragon.
2. Cultivate students' ability to cooperate with others and explore learning in groups through teaching. Cultivate students' imagination and creativity by shaping a new image of a dragon.
3. Guide students to understand the spirit of the dragon, establish their own national spirit, and be proud that we are descendants of the dragon. Cultivate students' cooperative spirit by collectively completing a work of art.
And a sense of competition.
The first class
Preparation before class
(Students) Collect pictures of dragons, animals around them, watercolor pens or oil pastels.
Multimedia courseware (for teachers)
teaching process
1. The picture is interesting, which leads to Descendants of the Dragon.
(1) Courseware display: Kowloon of the Forbidden City in Beijing is on the wall to stimulate students' interest.
(2) Discuss: Why is the dragon a symbol of the Chinese nation?
Our motherland is China, we are descendants of the Chinese people, and we are descendants of the dragon.
2. The origin of the dragon (culture, history)
(1) The image of the dragon has appeared for more than 6,000 years, and its present image has undergone three periods of evolution.
Courseware: Shang and Zhou Dynasties-Qin and Han Dynasties, Qin and Han Dynasties-Sui and Tang Dynasties, Tang and Song Dynasties-Ming and Qing Dynasties.
Please tell the students what changes have taken place in the image of dragons in these three periods.
(2) The history of dragons: Yulong, the site of Hongshan Culture, and Shuanglong, the sculpture of Zhao Zhouqiao's balustrade, and Yunlong pattern in front of the Hall of Supreme Harmony in the Forbidden City.
Students appreciate and judge which period they are in.
(3) The dragon is a symbolic deity formed by China ancient people's vague collection of fish, crocodiles, snakes, horses and other natural phenomena such as clouds, rainbows, thunder and electricity.
Ask the students to find out which kinds of animals each part of the dragon has?
② Where else have you seen the image of a dragon?
Ask students to introduce, show and communicate-"enrich the perceptual experience".
(3) As an auspicious embodiment, "Dragon" has placed people's good wishes. Do you think dragons have some characteristics of other animals?
According to your thinking, can you use some characteristics of other animals to create a dragon in your mind?
Ask the students to say or describe the dragon in your heart.
3. Creative practice and aesthetic experience.
(1) According to your understanding and imagination, create the dragon in your mind.
(2) self-evaluation, experience aesthetic taste, and place your good wishes.
The second class hour
Preparation before class
(Students) Collect some legends of dragons, pictures of dragon boat races, watercolor pens or oil pastels.
Multimedia courseware (for teachers)
teaching process
1. The Legend of the Dragon-"Arousing Interest"
(1) The Legend of the Dragon-"Nine Children Born in the Dragon"
20 display information, communication:
(2) What other stories about dragons do you know?
Ask the students to say. (Carp jumps over the dragon gate)
(3) As an auspicious embodiment, "Dragon" has entrusted people with good wishes.
We are descendants of the Chinese people, and we are descendants of the dragon.
2. Traditional folk activities-"national spirit".
(1) Macao's return-Dragon Dance Celebration.
Chinese in Mexico and Japan dance dragons to welcome the Spring Festival, and the dragon has become a symbol of the Chinese nation.
(2) The dragon piled with flowers in Tiananmen Square in Beijing symbolizes the soaring of the Chinese nation.
(3) Dragon Boat Festival.
① Introduce the Dragon Boat Festival and the patriotic poet Qu Yuan. ② How can we win the dragon boat race? -Team strength of collective cooperation.
(4) Students display and exchange their collected pictures of dragon boat races to enrich their experience and creative materials.
3. Appreciation of works-"internalized knowledge"
The students in the book draw the dragon boat race homework, so please give them a reward and comment.
4. Creative practice-"externalized expression"
According to your information and your imagination, create a scene of fierce dragon boat race.
Please think, learn and draw a picture.
5. Display evaluation-"aesthetic promotion"
Self-evaluation, classmates' suggestions, teachers' comments, experience aesthetic taste and feel the spirit of dragon boat race.
After class: arrange students to pretend to "paper the dragon boat".
The charm of lines
Teaching objectives
1. Discover the ever-changing lines in nature and life. Through careful observation, know the lines with different postures, and experience the aesthetic characteristics of lines and their application in art works and life.
The visual effect produced; Through teaching, we can master the changes of straight lines, broken lines, curves, intersecting lines and different linear shapes, such as length, short, thin, sparse and dense, and understand the linear
Aesthetic characteristics. By observing, experiencing, feeling and understanding the expressive force of various lines, students' modeling ability and creative ability are cultivated.
2. Understand the various shapes and linear changes of lines and the black, white and gray levels of line combinations, and use lines for simple composition exercises.
3. By observing the painter's works with lines, we can initially understand the different emotions reflected by the painter in his works and understand the rich emotional world of human beings. Cultivate students from life
The ability to discover beauty, feel beauty and improve their aesthetic ability.
Preparation before class
Pencils and colored pens.
(Teachers) make supporting multimedia courseware.
teaching process
(A) lead-in-"a little bit of travel"
While dictating a simple story, the teacher hand-painted lines: from a point into a line, little by little out of all kinds of lines … to complete its journey.
Can you tell what lines these little dots come out of?
Know all kinds of lines: straight lines, broken lines, curves, arcs ...
Travel with dots: Students try to draw a variety of lines.
(B) Inquiry learning
1. Discover lines in natural scenery, make lines concrete and visual, and perceive the beauty of lines.
The courseware shows pictures of natural scenery: terraces, railway tracks, Sydney Opera House, cobwebs, lightning, zebras, old trees, ice ...
Sydney Opera House and railway tracks-straight lines and arcs-are tall and straight, hard and full of strength.
Old trees, lightning-thick and thin natural lines-are either vigorous or slender and elegant.
Terrace-curve-soft, beautiful and rhythmic.
Spider web-curve-elegant and smooth
What kind of thread do you like? Why?
2. Find the line in motion, and the courseware shows pictures:
Light lines formed by car driving;
Appreciate the video of ribbon exercises and the trajectory of dance movements;
The teacher brought a ribbon. Dance the ribbon. What thread did you find?
Flowing curve-feeling lines like dancing;
Anyone can try to make ribbons dance.
3. Draw a line with the music:
Jazz, serenade, waltz, Latin dance.
Students try to draw the feeling of music with different rhythms: smooth, strong, slow or pleasant.
4. Appreciate the line drawing works and feel the rich changes and expressive force of lines in the painting works.
Appreciate the works of masters:
Klee's Running, Picasso's Cow, Carmen series; Van Gogh's Starry Sky; Appreciate students' works, German and Canadian children's line drawing works.
(3) Try to practice and draw guidance.
1. Courseware demonstration: decorative patterns composed of lines.
Decoration of lines (repetition, encryption, thickening, combined patterns)
Which combination of patterns do you prefer?
2. Analyze the black, white and gray levels of lines.
Group discussion: which picture do you think has changed in the combination of black, white and gray?
Student representatives summed up the speech:
The black, white and gray processing of the analysis pictures of four works shows the change of density and thickness.
The picture 1 picture is out of space and incomplete.
There are only gray levels in the picture in Figure 2, and there is no change.
There are too many black levels in the picture in Figure 3, which makes it look black.
The black, white and gray layers in Figure 4 are dense, vivid and varied.
3. Line practice shows the content-the original pottery pot or vase.
(1) Appreciate the decorative beauty of the original clay pot.
(2) The teacher provides each group with the shape of the clay pot, and tries to decorate different lines on the same clay pot in groups.
(3) Group review-which line is the most beautiful? Which black, white and gray changes better?
(4) expansion.
Lines can be used in other places besides painting.
The courseware shows the application of lines in life: stone carving, decorating doors and windows, modeling of vases and candlesticks ...
Conclusion: Let's work together to create ever-changing things with ever-changing threads, adding beauty and fun to our lives!
The wind blows
Teaching objectives
1. Enrich students' perception of the wind through observation, experience and search, and understand the formation and characteristics of the wind.
2. further improve the ability to express with lines, give full play to your imagination, and try to express yourself by line drawing to express the scene of object image changes caused by wind blowing.
The feeling of the wind.
3. Cultivate the ability to observe and remember nature, and develop the ability of imagination and painting expression. Cultivate the feelings of loving nature and life.
Teaching preparation
(Student) Fine watercolor pen, oil pastel, colored cardboard.
(Teacher) Recording, video recording, downloading pictures of various winds, etc.
teaching process
(a) create a situation:
1. Play the recording of all kinds of wind: listen to the wind.
The rustling of leaves in a strong wind; Call sign of northwest wind; The wind is blowing ...
What is this wind? (Touching the memory of students)
Although we can't catch the wind, we can see it with our eyes, feel it with our bodies and hear it with our ears.
Recall the different feelings of various winds blowing on your body (it is best to show relevant pictures).
In the hot summer, the breeze blows especially being relaxed and free;
In the cold winter, the northwest wind blows on the face like a knife;
When it is stormy and windy, the umbrella will be overturned and it will be difficult to move;
Galloping on a car or motorcycle, the high wind will make people feel difficult to breathe;
If a tornado comes, we will be very nervous and afraid ...
(2) Inquiry learning.
1. Know all levels of wind.
Show the wind level of weather forecast: wind direction, northerly wind 3-4.
There are different levels of wind. What level of wind can you name?
Combined with "Beaufort's Wind Scale", we can understand the wind of 12.
2. Watch the clip of "Tornado" to learn the common sense of the wind:
Simply understand the differences between typhoons (tropical storms), strong tropical storms, tornadoes and hurricanes.
(1) Four-person group discussion:
There are typhoons in Jiangsu and Zhejiang every year from July to September. How do we name typhoons?
Combined photo: Hurricane Katrina swept through New Orleans, USA, causing serious consequences.
The tragic situation of typhoon crossing the border, people saved themselves in anti-Taiwan.
(2) Ask students to introduce their knowledge about tropical storms, tornadoes and hurricanes.
(3) Although typhoons, tornadoes and hurricanes have strong lethality and bring great harm and threat to human beings, they can also be used as an energy source to benefit people.
Class. Please briefly introduce windmill grinding, wind power generation, sailing and so on.
3. Appreciate the painter's works and how the painter expresses his style.
(1) Comparative pictures: Bamboo by Zheng Banqiao and Against the Wind by Xu Beihong.
These two bamboos are both in the form of traditional Chinese paintings. Where do you feel that Xu Beihong's Against the Wind is very windy?
A Comparison between Monet's Tree and Crowe's Gust
How does the painter express the trees in the gale in Gust?
(2) Appreciate the painter's performance on the wind.
Such as Rousseau's Tiger in Tropical Storm.
Appreciate the students' works and how they express their style.
4. Try to show the change of water surface or willow branches when the wind blows.
The different states in the breeze-gale-gale.
(3) Painting style.
1. We can draw all kinds of wind feelings with lines in our hands. Do you want to have a try?
Show a group of things, which ones do you think are suitable for expressing style? Which ones are not suitable?
2. Job requirements: remember and imagine the scene when the wind blows, and boldly express your feelings about the wind by depicting the shape of objects and using lines.
3. Teachers' itinerant guidance.
4. homework evaluation.
(1) Show students' works on the blackboard.
(2) Evaluate according to the teacher's guiding questions.
Comment on which works have the feeling of the wind, and which works need to be improved?
(4) after-school expansion.
1. Enjoy the wind erosion landform.
2. Talk about windy idioms.
Bug party
Please visit Parthenocissus Art Education Network for the complete lesson plan.
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