Design intention of finger lesson plan 1:
In the comprehensive activity "Moving Body", I found that children are very interested in body language performance. In the performance, the use of arms and fingers is more and more expressive. So I want to know how to promote the development of children's creative thinking only through the activities of arms and fingers. What knowledge and skills can children perceive in activities? So, I designed this activity.
Activity objectives:
(a) Understand the various shapes of arms and fingers, and create and imagine them; Give an anthropomorphic performance.
(2) Feel the fun of performing.
(C) the germination of the initial sense of collective cooperation.
Activity preparation:
(1) Preparation of knowledge and experience:
1, to guide children to understand the role of hands in daily life and study.
2. Arrange the activity area of "My hand is the most beautiful" so that children can appreciate their handprints and add pictures.
(2) Material preparation:
1, story VCD, tape, TV, tape recorder, disc player, picture.
2. The teacher collects hand shadow pictures for display.
Activity flow:
(-) Teachers and students dance with arms and fingers, which leads to the change and choice of arms and fingers.
1, encourage children to dance with the teacher; I'm sure the children's performance is wonderful.
2. Inspire children to discuss what our arms and fingers look like in the dance.
(2) Watch story performances to stimulate children's passion for imitation and creation.
Our arms and fingers can be changed into various shapes in the dance, which is great! But the arms and fingers in the story can perform the story. Come on, let's see.
(3) combine performances to stimulate children's imagination.
1. Let the children talk about what they see. What is it like?
Discuss who you saw. And ask the children to imitate initially.
2. Guide children to create their own shapes of arms and fingers.
Ten friends, what do you want your capable arms and fingers to be? Let me have a look, will you? Teacher, close your eyes. Remember to let me open my eyes when you are ready. Thank you!
3. Let children show and introduce their own styles.
(1) affirm children's various shapes and observe whether there are children who do not take the initiative to participate.
Children show and introduce their own styles.
(4) Children can combine freely, create together and show together.
1, encourage children to create and show together.
The arms and fingers of ten friends are really wonderful, so can you and your good partner make a shape together?
2. After affirming the combination of two people, encourage three or more children to create and show them at the beginning.
It turns out that modeling with two hands can be so great, but how about modeling with so many hands? If the teacher thinks you are smart, so can you.
(5) Children create pictures.
1, guide children to choose and create pictures freely, and encourage children to cooperate with each other.
Children, look here again. What do you think your arms and fingers can make in the picture?
2. Affirm children's bold imagination and active participation.
It turns out that our arms and fingers are so capable that we really need to encourage them.
(6) Children can compose and perform freely when listening to songs.
1, encourage children to create and express with body language.
2. Children have a strong anthropomorphic imagination with the rhythm and speed of music.
Activity expansion:
(-) Video-record children's performances and show them with pictures: show them to parents for appreciation.
(two) to carry out the activities of using waste materials to decorate arms and fingers.
Finger Teaching Plan Part II Activity Target
1. Know your little hands and exercise your finger muscle flexibility.
2. Feel the happiness brought by finger games.
3. When a phrase ends, it can stay in the designated body part.
4. In the process of singing, combine the lyrics to interact with the body rhythmically.
In the activity, children listen to music and play bold games.
Activity process
1, Introduction: Say nursery rhymes and do hand movements together: "Clap your hands with my little hands; Small hand clap, my small hand raised; Small hand patting, my small hand closing; Small hands clap, my little hands turn; Small hand clap, my small hand hides. "
Step 2 know little hands
Teacher: "Which part of our body did we use to help us finish nursery rhymes just now?" (Boy: "Hands." )
Teacher: "our little hands are still very capable and can help us do many things." Children, do you know what our little hands can help us? " Guide children to answer the functions of hands, such as eating, writing and working. )
Teacher: "Our little hands are so capable. Do you know our little hands? Let's meet our little hands today. "
Introduce the name of each finger: thumb, index finger, middle finger, ring finger and little finger.
Step 3 tell the game
Teacher: "Our fingers help us do things together every day. They are like brothers who are like a family. In the finger family, thumb is their big brother. We call him Big Brother, the index finger is Second Brother, and the tallest middle finger is Gao Ge. The ring finger is called the nameless brother because of its name, the little finger is the youngest in this family, and other brothers call it the little brother. "
Teacher: "Finger Brother is very polite. They greet each other every day. Have they come to say hello to the children today? " (Young: Good)
Teacher: "eldest brother, where are you?" (shaking his thumb left and right) I'm here, I'm here (shaking his thumb with my other hand)
Brother, how are you? (Nodding with a thumb) I'm fine, thanks! (The thumb of the other hand nods)
Goodbye! (Thumb swinging left and right, back behind your back) Bye! (Swing your thumb with the other hand and retract your back) "
Other fingers greet each other in turn.
4. Teachers and children play games together.
Teacher: "We are like finger brothers, too. Let's say hello together. "
The teacher got up and played finger games with the children, emphasizing that "the nameless brother is the laziest, and he doesn't want to come out." See which child's nameless brother is the best, and the teacher will come out as soon as he calls. "
"My little brother is the most obedient. Run out as soon as you call him. "
Step 5 end the activity
Teacher: "Our little hands are a little tired. Let's relax together. "
Play the game of pinching: "Pinch, pinch, pinch, pinch, pinch. Climb, climb, climb, climb on your face (legs, stomach). "
Finally, our little hands climbed home.
Finger teaching plan Part III Teaching requirements:
1. Know the new words in this lesson in your favorite way and write them correctly.
2. Read the text with emotion and talk about how grandma cultivated pure white marigold.
3. Know how to never give up, persevere and be full of confidence to succeed.
Teaching focus:
1, read and retell the text with emotion.
Understand that as long as you have a firm belief and never give up, you will succeed.
Difficulties in teaching: Understand the meaning of the sentence "We should have our own opinions" and initially cultivate the sense of autonomy.
Teaching preparation:
1, written record.
2. Multimedia courseware.
Teaching time: two class hours
Teaching process: teaching objectives of the first class: read the text for the first time and understand the content of the text; Know the new words in this lesson and write them correctly.
Learn the first paragraph of the text.
Introduce the theme of teachers' activities and students' activities into the teaching process.
Theme of blackboard writing
Read the text for the first time and feel as a whole.
Check the reading effect
Read the text again and clarify the context of the article.
Learn the first paragraph of the text.
Students, what are the functions of our hands? Have you noticed what color our fingers are?
Write on the blackboard: six green fingers
Let me see the question: What does "green finger" mean? Why do people call her "green finger"
Show the new word cards and practice reading. Pay attention to reading the tongue, flat tongue, front nasal sound and back nasal sound. Read aloud by name, and the teacher corrects the pronunciation. Read the text again and think: What do you understand? What other questions are unclear?
After reading the text, let's recall the meaning of each paragraph. Now please discuss in groups. The representative of this group is invited to make a statement. Please find out your favorite paragraph, read it aloud in the group, and talk about your favorite reasons. Read the first paragraph of the text together, pay attention to reading correctly and fluently. What did you read?
Yes, three simple words express people's praise for the gardener. Being called "green finger" is not easy. Do you know why this old woman is called "green finger"? We will continue to study the text next class. Students speak freely.
Look at the topic and question it.
Read the text freely, pronounce it correctly, and understand the words in the context: green finger, praise, marigold, waiting, depression, full of confidence, cash, verification.
Read new words. Read the text in sections and read the text correctly. Students learn independently according to the text, communicate with each other and ask each other questions.
Communicate with each other in the group and push the representatives to prepare their speeches. Feedback the learning situation. Each group complements and modifies each other. Read your favorite paragraphs and evaluate them in groups. Read the first paragraph of the text together.
Understand the meaning of "green finger".
The teaching goal of the second lesson is 1, and the text is 2-6 paragraphs. 2. Learn the text, master the key words in the text and understand the meaning of the key sentences in the text. Teaching program teachers' activities and students' activities are reviewed and new courses are introduced.
Read the text intensively and learn the key paragraphs.
Summarize the full text and dictate the new words and phrases in this lesson. Transition: What did you learn from last class?
Read the text by name. Discuss how grandma cultivated pure white marigold. What is the result of grandma's training? Listen to the report of group study. Summary: This is a beautiful marigold for grandma. She chose a slightly pale flower and let it wither naturally. The next year, she planted its seeds, and then planted them in the seeds of flowers. Twenty years later, she finally produced a pure white marigold. Show me the key sentence in the article, "In this way, year after year, spring crops and autumn harvests are repeated. Grandma has never been depressed, never doubted, never doubted, and planted marigold with confidence. " What do you want to say to grandma? What was the family's attitude towards this matter at first? Why do family members say this? (Guide the students to find out the reason from the second paragraph) At this point, what do you think grandma's beauty will say? What happened when grandma sent pure white marigold seeds to the garden? At this point, what did the grandmother say to them? Do you think grandma can grow black marigold? Can you tell me how black marigold is planted?
What do you feel or gain from learning this text? Conclusion: Yes, no matter what we do, as long as we set a goal and persevere, no matter how difficult it is, we will accomplish it. This is "where there is a will, there is a way". Dictation. Review the theme of the text.
Read the text aloud. Discuss and study in groups, express your opinions and opinions. Feedback the learning situation.
Read the key sentence aloud, "That's it, year after year, spring planting and autumn harvest, and so on." Grandma was never depressed, never doubted, never doubted, and planted marigold confidently. "Talk about feelings.
Feel it and speak freely. Because grandma doesn't understand plant genetics at all, even botanists can't do it, so grandma's family unanimously opposes grandma's doing it.
The bonus can't be cashed because of age. "Just want to ask, do you want black marigold? I can grow them, too. . . . . . "
Speak freely.
Talk about feelings in connection with reality.
Write on the blackboard: 6. Green finger-good gardener-grandma-set a goal and persevere.
Finger lesson plan 4 1, duck
Duck, duck is so cute (heel to heel, walking like a duck)
Swing when walking, (raise your arms and elbows, shake your body from side to side or squat down)
Shout while walking, (palm to palm, open and close. )
The flippers are attached to the toes. (Open your fingers)
It is raining. I'm so happy. (Laughter)
Dive into the water in search of food. (Hands up for diving)
2. Family
Thumb is dad, and dad drives. Tick, tick, tick (thumb up and press)
Next to my father is my mother, who washes clothes. Brush brush brush brush brush brush brush brush brush brush brush brush brush brush brush brush.
The tallest is my brother, who plays basketball. Bang, bang, bang, bang, bang.
Next to my brother is my sister, who is dancing. Scratching, scratching.
I am the youngest one. I'm playing a small drum. Knock, knock, knock, knock, knock, knock, knock.
3. My little hands are changing.
My little hands change, change, change, (clap your hands while talking,)
Change the handle to pinch, pinch, pinch, pinch (two-handed clap)
Change the scissors into scissors, scissors, scissors, (make scissors with both hands,)
Become a chicken. Punctuality, punctuality, punctuality, punctuality, punctuality, punctuality, punctuality, punctuality, punctuality, punctuality, punctuality, punctuality, punctuality, punctuality. )
Turn into a duckling, honk, honk, honk, (press the palm of your right hand on the back of your left hand to make a duckling with a flat mouth. )
Change a bird to fly, fly, fly. (Hold the right palm with the left palm, stick the thumb together, and put the four fingers of the left and right hands together to imitate the bird's flying action. )
Step 4 close the door
The door is closed, (hand touching thumb)
The second door is closed, (finger touches)
All three doors are closed, (fingers touching each other)
Four doors closed, (hands touching fingers)
All five doors are closed. (Knock, knock, knock with your hands when your little fingers touch each other)
The door is open, (thumb open)
The second door is open, (hands and forefinger open)
Third, open the door, (hands and middle fingers open)
Four doors open, (ring finger open)
All five doors are open, (hands and little fingers)
Haha, let's play together. Clap your hands and say "Haha, let's play together")
5. This is my home
This is my home, (hands are inverted triangles)
Look through the window, (put your hands together and leave a small hole for your eyes to see)
Dad is sweeping the floor, (touching his thumb)
Mother is washing clothes, (touching her index finger)
Grandpa is reading the newspaper, (touching his middle finger)
Grandma is cooking porridge, (touching her hand and ring finger)
I sit on the toilet, (touching my little finger)
Uh-huh, uh-huh, uh-huh ~ ~ (press your finger down three times)
6.a stick
A stick, bang bang. (Pat the baby gently)
Two scissors, scissors, scissors. (Gently pinch the baby with your forefinger and middle finger)
Trident, fork. (The index finger, middle finger and ring finger reach out respectively and touch the baby)
Four benches, clap clap. (Thumb bending, four fingers together, tapping)
Five hands, grab, grab. (Fingers apart, and then do the action of grasping)