1, teaching material analysis: When it's cold, children will think for themselves or ask the teacher, "Winter has come, where have the birds gone?" The poem "Trees and Birds" answers the children's question well. The whole poem depicts the picture of trees and birds living together and playing happily, which not only shows their own characteristics, but also reflects the intimate and friendly feelings between animals and plants. This poem is clear in structure, antithetical in sentence pattern and catchy to read. Very interesting, very childlike.
2. Analysis of learning situation: The whole poem is short and pithy, which conforms to the language development ability and age characteristics of middle-class children. Middle-class children are in a critical period of language, thinking and emotional development, and have the ability to tell one thing completely and coherently. Therefore, by letting children learn the sentence patterns of poetry, they can feel the feeling that animals and plants get along well, thus sprouting feelings of being close to nature.
Second, talk about teaching objectives
Goals are the starting point and destination of activities. The outline points out: "We should create a free and relaxed language communication environment for children, support, encourage and attract children to communicate with teachers, peers or others, and experience the fun of language communication." Combined with the age characteristics and development level of middle school students, I set teaching objectives from three aspects: cognition, ability and emotion:
1, cognitive goal: to appreciate poems and know the relationship between trees and birds (learn to recite poems with emotion).
2. Ability goal: be able to express poetry boldly in language and action.
3. Emotional goal: experience the fun brought by poetry activities and sprout the feelings of loving nature (experience the feelings of interdependence and mutual care between trees and birds).
The focus of this activity: the outline points out that children should be guided to contact excellent children's literature works and feel the richness and beauty of language. So I will focus my activities on letting children "appreciate poetry and understand the relationship between trees and birds". (Learn to recite poems with emotion)
The difficulty of this activity: language teaching should cultivate children's comprehensive ability. The development of children's language is closely related to their emotional experience, knowledge and skills. Therefore, the difficulty of the activity is to let the children "boldly create poems on the basis of understanding".
Activity preparation:
1. Material preparation: a teaching atlas, a courseware, a self-made teaching aid, music and a teaching wall chart.
2. Experience preparation: Children have played music games of trees and birds before (activity preparation provides material and experience foundation for the smooth development of activities, which is an important part of the smooth development of activities. )
Third, preach the law.
Locke said: "There is nothing like a good way to show a student the way and help her move forward." Good teaching methods are of great significance to the completion of teaching tasks and the realization of teaching objectives. Therefore, the teaching methods I adopted in this activity are: situational performance method, autonomous learning method, courseware demonstration method, exchange discussion method and so on. Among them, the autonomous learning method is dominant, because the children in the middle class have certain autonomous learning ability, and at the same time embody the concept of ecological classroom, so that children can learn and master knowledge in independent exploration.
Fourth, talk about the activity process
Activity process is the concrete expression and implementation process of activity content. I divide the activity process into five parts: first, music introduction to stimulate interest; The second is to introduce courseware and explore independently; The third is complete appreciation and action performance; Fourth, practice many times to consolidate and improve; The fifth is to dance with emotion and end the activity. These links will be displayed one by one in the process of specific activities.
First, music import, stimulate interest (music import, children and teachers play the game of "big trees and birds" together. The teacher plays the tree, the children play the bird, and the bird does some intimate actions around the tree, such as catching bugs and hugging. ) teacher: children, we just played a game between the tree and the bird. Are you happy? Trees and birds are very close friends. Today, trees and birds are playing games again. Do you want to know what game they are playing? Let's go and have a look.
Games are children's basic activities, which can also stimulate children's enthusiasm for learning, make children have the desire to learn from the beginning, and play a role in fueling the activities. )
Second, the introduction of courseware, independent inquiry
1. Play the silent courseware. Question: What do you see the trees and birds doing in the picture? (If the children say that the tree is laughing and the bird seems to be singing, the teacher says, "OK, let's laugh like a tree. The tree is laughing and the bird is with her. Let's learn from birds. ) Teacher: The children are very careful. Let's see and listen to what they are doing this time. Meanwhile, pay attention to what the poem says.
2. Play the audio courseware Teacher: Now, who will tell me what you heard?
(Guide children to present their own poetry content, while teachers play the role of assistance and guidance, and at the same time display the content on the blackboard in the form of atlas. In this part, let the children feel the picture first and try to express the picture content in their own language. Then, through the method of audio-visual combination, the children are guided to combine the content with the picture and express it in their own language, which embodies the concept of ecological classroom and gives play to the children's subjectivity. The form of "Atlas" is also relatively clear. )
Third, fully appreciate and act.
1, whole poem appreciation (showing wall chart)
2, the teacher and the child * * * with recitation: the teacher reads the first half of the sentence, and the child reads the second half.
3. Girls read the first half of the sentence and boys read the second half (by showing wall charts, children can better feel the content and artistic conception of the poem. For the first time, the teacher recited the poem completely, which impressed the children deeply. The second time, the teacher and the children recited together, which increased the interactivity and reflected the children's understanding of the poem. )
Fourth, practice many times to consolidate and improve the teacher: Such a beautiful poem, the tree wants to perform with the bird, bird, will you? (The teacher asks the children)
1, the teacher is a big tree, and the child is a bird (doing actions while reading)
Let a child plant a tree and let the tree choose some children to be birds. 3. Group performance: Divide into four groups. Each group chooses one child to plant a tree, and the other children are birds. (In this session, the teacher first leads the children to read aloud and do actions. After the children have a general perception, they will return the initiative to the children and let them experience the feeling of trees. In order to better care for individual differences and group needs, the third item is carried out in groups, so that every child can feel the intimacy and friendship between trees and birds. ) 5. Love dancing and end the activity. Teacher: Trees and birds are really friendly friends. Ok, the bird goes back to her seat with the mother tree. Today we learned a beautiful poem. What's its name? Do you like it? Trees and birds are so friendly, should our children learn from them?
Teacher: Let's dance for trees and birds. (Play the music "Happy Festival" and end the activity) (The last link is to summarize the activity, shift the mood, and then let the children express their happiness in action and music. It is also a continuation of the joyful atmosphere of poetry ...) Activity expansion:
Domain penetration:
1. Prepare pictures for children in the art area, so that children can express their poems in their spare time.
2. Poetry and maps can be bound into volumes in the language area for children to read and enjoy their homes;
Parents lead their children to review the poem "Trees and Birds" while enjoying other poems. Conditional children can observe the game between birds and trees under the guidance of their parents.
The language of the middle class "trees and birds" (revised lesson plan)
Activity objectives:
1. Learn to recite poems with emotion. 2. Be able to express poetry boldly with the help of language and actions. 3. Experience the emotional activity process of interdependence and mutual love between trees and birds;
First, the introduction of music, stimulate interest in playing the music "childlike innocence is a bird": "Listen, children, who invited the music? (Bird), how do birds fly? Let's learn the movements of birds, too. Ah, this bird is tired of flying. Where will it rest? (Big tree), let's make a big tree, too!
Under the guidance of the teacher, if you see a child making a tall tree, say, "This tree is really tall and stands proudly. Then who will make a tall and straight tree? How nice)
"Trees and birds are good friends. They often play games together. No, they are playing games again. Do you want to know what game they are playing? Let's go and have a look. " Music can cultivate children's sentiment and bring them into a beautiful artistic conception. At the beginning of the activity, let the children know the protagonist of the activity, and at the same time consolidate the impression of the characteristics of birds and trees in a series of simple imitations. It also paved the way for the study of poetry content. )
Second, the picture display, independent exploration
1. Show the picture showing "Bird Screaming Trees Laughs"
(1), Teacher: What do you see from the picture? I saw the bird as if it were singing. I watched it carefully. How did you know? There is a note on the side, and the bird's mouth is wide. ) Oh, that bird seems to be really singing. Have you ever heard this bird sing? How do birds sing? (The child said "Twitter", and the teacher said, let's study together and talk with the rhythm. )
(2) Teacher: The songs sung by birds are really nice. What about those trees? (The tree is smiling), how do you know the tree is smiling? The corners of the mouth are raised and the glasses are narrowed into a crack. ) Let's learn how to laugh. (For children with good expressive force, the teacher should make targeted comments, such as: XXX children laughed so happily that they all bent over with laughter. XXX children, they all laughed their bellies out. )
2. Show pictures of "the tree shakes the bird and jumps"
(1). After the children read it, the teacher asked: The tree is laughing so happily. How does it express its happy mood? Oh, how does the tree smile? It is shaking its body, so let's learn what a big tree looks like.
(2) Teacher: The bird saw the big tree shaking its body. So what? (Jumping up, too) Oh, birds dance, too. Let's learn how birds dance. In this process, the teacher commented on one or two beautiful children in a targeted way. "Hey, how do you dance? Jumping around the circle is really beautiful. " "How do you dance? She is jumping to the left. It's beautiful. "
3. Photographer showing the performance of "Trees and Birds, Happy Tao Tao": Is the game played by trees and birds fun? What do you think of them living together? (very happy). So, where do you see that they are happy? They hugged and danced together.
Teacher: They live together. They are really happy. The teacher used a nice word called "Happy Tao Tao". Let's talk about it together
(In this link, the teacher allows the children to learn the content of poetry independently in the process of watching, listening, speaking and doing, which embodies the concept of ecological classroom and also gives play to the children's subjectivity. As the guide of activities, the teacher always focuses the children's thinking on the content of poetry. At the same time, the whole activity process is full of childlike interest and situational, and the content is progressive and closely related, so that what is presented in children's minds is not intermittent knowledge, but a complete and coherent picture. )
Third, the map is presented and fully appreciated.
1. The teacher recited the poem emotionally. Teacher: The game between trees and birds is really interesting. The teacher wove it into a beautiful poem. Let's listen together.
2. The teacher asked the child what he heard, and presented what the child heard in the form of a map.
What did you hear? I heard birds jumping, and the teacher said, "Oh, you hear trees shaking and birds jumping." Teacher's atlas
3. After presenting the atlas completely, the teacher asked the children which sentence they like best: which sentence in the poem do you like best? (After the child speaks, the teacher says, "Come on, let's talk together". Here, the teacher can let the children listen to 1-2 times according to the actual situation and the development level of the children in the class. On the basis of independently exploring the content of poetry, it is necessary for teachers to recite poetry completely, so that children can deepen and consolidate the content, thus reaching the realm of real understanding. The form of the atlas is not only clear, but also plays a certain auxiliary role for children to recite poems independently. )
Fourth, practice many times to consolidate and improve.
1. Let's recite this poem with beautiful music, shall we? (Playing background music)
2. Recite poems in different roles
(1), let the children choose to be a big tree or a bird, and the teacher is the role left by the children ("Do you want to be a bird or a big tree? The teacher asked you to choose first. Ok, let's recite it together. " )
(2) Swap roles and recite (Teacher: This is a beautiful poem. The teacher wants to recite it again. Do you want it? Just now, the teacher made a big tree. This time, let's exchange. The teacher recites the poems of birds, and you read the poems of big trees, okay? Here, teachers can not only reflect children's mastery of poetry, but also interact well with teachers and students through diversified exercises. Letting children choose their own roles also reflects the teacher's full respect for children's subjectivity.
Five, emotional migration, the end of the activity
1, simple editor: We learned a poem today. What's its name? (Tree and Bird) Do you like this poem? Trees and birds really know how to play games. Guess what other games they will play? Please also use the sentence pattern of "big tree XX, little bird XX"
2. Teacher: Just now, our children's ideas were really good. The weather is very good today. Let's play games with the tree bird (lead the children out of the classroom). (simply create and arrange according to time. If the activity time reaches the upper limit, it can be carried out in the extended activity. Note: The red text is the description of each link.