Instructional design concept
This activity mainly tells students through the story of "Sunday in winter" that family and society are big classrooms for learning and stimulate students' interest in participating in extracurricular activities; "Talk" activities, let students contact their real life, talk about the fun and gains of their extracurricular activities, and deepen their understanding of the benefits of extracurricular activities; The activity of "understanding extracurricular activities" enables students to understand some extracurricular activities that are beneficial to them and guide them to participate in extracurricular activities in beneficial places. Finally, by suggesting that students and their parents take part in off-campus activities during holidays and sort out their own forms of off-campus activities, students' perception of activities can be improved and their quality of life can be improved.
Teaching objectives
(A) knowledge objectives
Knowing that family and society are big classrooms for learning, encourage students to observe and think more, and pay attention to sorting out their own gains.
(2) Ability goal
Learn about some local off-campus activities.
(3) Emotion, attitude and values
Knowing that extracurricular activities are colorful, we can stimulate students' interest in participating in extracurricular activities by sharing our own experiences and gains, so that students can have fun, learn happily and have a broad vision.
Teaching focus
Knowing that family and society are big classrooms for learning, encourage students to observe and think more, and pay attention to sorting out their own gains.
Teaching difficulties
Stimulate students' interest in participating in extracurricular activities.
teaching method
Discussion method, inquiry teaching method, contact with students' actual life experience and feelings.
Teaching media
Multimedia, projector, etc.
Class arrangement
2 ~ 3 classes
Teaching structure and process
1. Collect some place information related to students' extracurricular activities through the Internet or other channels.
2. Let students take a walk in their own residential areas to understand their living environment.
Let everyone enjoy the video "Outdoor Activities". )
Teacher: Students, have you participated in these activities? What are the benefits of these activities for us?
Student: (omitted)
Teacher: Yes, it can make our bodies strong, but we can't learn these things in class and books. You can only gain something from some off-campus activities, right?
Student: (omitted)
Teacher: Let's see how we spend Sunday in winter. What did he learn? (transition)
First, Sunday in winter (blackboard writing)
Teacher: Students, open the second page of the textbook. Let's look at the story in the picture. How do you spend Sunday in winter? Then tell your classmates your understanding of the story.
Student: (omitted)
Teacher: Let's talk about what knowledge Dong Dong has gained from these activities.
Student: (omitted)
Teacher: Have you ever participated in these winter activities? What knowledge have you learned from it?
Student: (omitted)
Teacher: The students spoke very well, which shows that knowledge can be learned not only in class, but also in life. Don't you think so?
Student: (omitted)
Let everyone enjoy the videos of "going to the supermarket" and "understanding the supermarket". )
Teacher: extracurricular activities are colorful, which makes us full of happiness and learns a lot of knowledge that is not available in books. What extracurricular activities do we have? Let's talk about it below. (transition)
Second, say (blackboard writing)
Teacher: Let's open the fourth page of the textbook and take a closer look at what the students in the picture are saying.
Student: (omitted)
Let everyone enjoy pictures such as "visiting the farm warehouse", "visiting tropical plants", "off-campus public welfare activities", "off-campus training activities" and "going to the supermarket on weekends". )
Teacher: What are our extracurricular activities? What did we get from the activity? Below, everyone can form a team freely, discuss with each other and then talk about their own ideas.
Student: (omitted)
Teacher: Everyone has said a lot, which shows that family and society are the big classrooms for us to study. As long as you observe and think more, you will get unexpected gains. Right?
Student: (omitted)
Teacher: We can learn some knowledge in our daily activities, and society also provides us with many places for study and entertainment, where we can learn more knowledge. Let's learn about some extracurricular activities. (transition)
Third, understand extracurricular activities (blackboard writing)
Teacher: Students, let's look at page five of the textbook. Has everyone been to these places painted in the textbook?
Student: (omitted)
Teacher: What can you learn and gain from going to these places? Let's discuss it and come back.
Student: (omitted)
Let the students enjoy the videos of "Visiting the Zoo", "Science and Technology Museum" and "Exhibition of Rare Native Plants in Taiwan Province Province" and the pictures of "Hebei Museum", "Military Museum", "Swimming Pool", "China Ancient Automobile Museum" and "Cinema". You can also introduce some activity places to students, such as "Shijiazhuang Youth Palace", "Hebei Science and Technology Museum" and "shijiazhuang botanical garden". See Text Resources for more information. )
Teacher: Where have you been and what have you gained?
Student: (omitted)
Teacher: It can be seen that some students seldom take part in some off-campus activities, and some students take part in some off-campus activities, but they don't arrange their own activities in time, right?
Student: (omitted)
Teacher: I suggest that you take advantage of your holiday to go out with your parents to participate in some off-campus activities, go to the off-campus activity places to experience it, and then record your feelings in the pictures on page six of the textbook.
Through the study of this class, we all know that family and society are big classrooms for learning. Only by taking part in some extracurricular activities, thinking seriously, living creatively and sorting out your gains in time can you have fun, learn happily and broaden your horizons.
Teaching Design of "Happy Fitness"
Instructional design concept
What are the benefits of the children's activities in the picture on page 7 of the textbook? And let the students enjoy pictures such as swings, mountain climbing, skateboarding, happy fitness (1) and happy fitness (2), as well as videos such as riding, Beibei riding happily and swimming in summer. Activities make students understand some items and benefits of happy fitness. Then ask the students to "say: Is the way students exercise on page 8 of the textbook good?" Then introduce some matters needing attention in fitness activities to students to enhance their awareness of self-protection in activities; Finally, lead students to a community with fitness facilities, so that students can understand the functions of some fitness facilities and use fitness equipment correctly under the guidance. So as to stimulate students' interest in actively participating in off-campus fitness activities and carry out happy fitness.
Teaching objectives
(A) knowledge objectives
Know that fitness facilities are for everyone, and take care of them.
(2) Ability goal
Understand the function of fitness facilities and use fitness equipment correctly under the guidance of adults.
(3) Emotion, attitude and values
Understand the importance of healthy body to people, stimulate students' interest in participating in extracurricular fitness activities, and enhance students' awareness of self-protection in activities.
Teaching focus
Understand the function of fitness facilities and use fitness equipment correctly under the guidance of adults.
Teaching difficulties
Stimulate students' interest in actively participating in off-campus fitness activities and enhance students' awareness of self-protection in activities.
teaching method
Discussion method, inquiry teaching method, contact with students' actual life experience and feelings.
Teaching media
Multimedia, projector, etc.
Class arrangement
2 ~ 3 classes
Teaching structure and process
1. Collect some scientific fitness knowledge materials through the Internet or other channels.
2. Let the students, under the guidance of adults, go to places with fitness facilities and learn about the correct use and precautions of some fitness facilities.
Let everyone enjoy the video "Happy Movement". )
Teacher: Students, how happy the children in the video are! Have you participated in these activities? What are the benefits of these activities for us?
Student: (omitted)
Teacher: Yes, it can make our bodies strong. In this class, we will learn how to exercise happily. (transition)
First, the happy movement (blackboard writing)
Fitness activities (blackboard writing)
Teacher: Let's open the seventh page of the textbook and take a closer look at what the children in the picture are doing. Then tell the students.
Student: (omitted)
Teacher: There are mainly four pictures. The children in the picture are doing these activities: running, bungee jumping, playing football and having an outing. What are the benefits of these activities for us?
Student: (omitted)
Teacher: These activities can not only make us have fun, but also exercise our bodies, make us healthy and broaden our horizons, so we should take part in more healthy activities, right?
Student: (omitted)
Teacher: Do you know any other activities that are beneficial to our health?
Student: (omitted)
Let everyone enjoy the pictures Swing, Mountaineering, Skateboarding Fitness, Happy Fitness (1), Happy Fitness (2), Roller Skating Fitness (2), Roller Skating Fitness (3), Riding Fitness, Fun Fitness, and more. )
Teacher: There are many fitness activities. What fitness activities have we participated in? How do you feel? Tell everyone your feelings and thoughts.
Student: (omitted)
Teacher: Fitness activities are good for our health, but we should also pay attention to safety and strengthen self-protection in fitness activities. Let's take a look at the dangers of several fitness activities. (transition)
(2) Matters needing attention in fitness activities (blackboard writing)
Teacher: Let's open the eighth page of the textbook. Let's take a look at what the children in the picture do when doing fitness activities. Let's leave now.
Student: (omitted)
Teacher: What's the danger of them doing this? What should we do?
Student: (omitted)
Teacher: Some students speak very well. In the first scene, the little boy is spinning the top. If he doesn't pay attention to the people around him, he may hurt others. In the second scene, several little boys are making bicycles without holding the handlebars, which may hurt them. So don't do similar dangerous actions and pay attention to safety. In the third scene, a girl and her father are climbing a mountain. We should pay attention to safety when climbing mountains. In the fourth scene, a boy is skateboarding on the road, which is easy to be injured by other vehicles, so he should choose a safe venue to play. These are just a few typical examples. There are many precautions in fitness activities. What other precautions do you know?
Student: (omitted)
Introduce some points for attention in fitness activities to students, such as "Why do you need to do warm-up activities for physical exercise", "You can't do strenuous activities immediately after meals" and "Do you like climbing mountains". See Text Resources for more information. )
Teacher: Only by strengthening self-protection awareness in fitness activities can we avoid some unnecessary injuries. Nowadays, with the continuous improvement of living standards, some families and communities have purchased fitness equipment. Learning to use them correctly can better exercise our bodies. Let's look at the fitness equipment. (transition)
Second, understand the fitness equipment (blackboard writing)
Teacher: Let's open the ninth page of the textbook and look at these fitness equipment. Have you all played? Can everyone use it? Let's discuss it first, and then talk about the functions and usage of these devices.
Student: (omitted)
(Conditional schools, teachers can lead students to the community for field operation and teaching, so that students can learn to use fitness equipment correctly. )
Teacher: Fitness equipment can help us exercise better, but when we use it, we must learn to use it correctly accompanied by adults. Before class, let's go to a place with fitness facilities, accompanied by adults, and learn about the correct use and precautions of some fitness facilities. Did everyone do it?
Student: (omitted)
Teacher: Let's discuss and exchange what we have learned about the use and precautions of fitness equipment.
Student: (omitted)
Teacher: Have you learned anything new? Let me tell you a story. Listen and think about it. Can you learn anything from it?
Tell the students the story of "Pay attention to safety and keep fit happily". See Text Resources for more information. )
Teacher: Tell us about our feelings. What are the consequences of incorrect use of fitness equipment?
Student: (omitted)
Teacher: Let's open the tenth page of the textbook and discuss with each other. What are these fitness facilities for? What should you pay attention to when exercising?
Student: (omitted)
Teacher: These facilities are used for our exercise, such as table tennis hall, swimming pool and gymnasium. When we carry out these fitness activities, we should not only pay attention to safety, but also care for fitness facilities and keep the surrounding environment clean. You got it?
Student: (omitted)
Teacher: Only by actively participating in happy and safe fitness can we be healthier and stronger. Of course, fitness activities can't be done overnight, so I suggest that you can make a small plan for fitness activities and stick to it for a long time to promote our healthy and happy growth.
Through the study of this class, we know the importance of healthy body to people, understand the functions of some fitness facilities and matters needing attention when using them, stimulate students' interest in actively participating in off-campus fitness activities, and enhance their awareness of self-protection in activities.
Teaching design of "trying to solve problems"
Instructional design concept
This lesson mainly compares two positive and negative cases in which Xiao Qiang and Xiaoli both lost their keys and got different results by different methods, so that students can understand that they should actively find ways to solve problems when they encounter them. Then "Question 1: What if I get separated from my family?" And "Question 2: What if the ball hits the roof?" Connecting with the reality of life, let students work together in groups to find ways to reward and exercise their ability to find ways to solve problems; In the study of the content of the activity "Thinking Inspired by Sima Guang", we can discuss other methods through stories to strengthen students' understanding of finding solutions to problems, so that they can understand that only by actively finding solutions to problems can they overcome difficulties and become strong in life.
Teaching objectives
(A) knowledge objectives
You should know that you will often encounter problems and difficulties in your life, and don't be afraid of difficulties.
(2) Ability goal
When I encounter problems in my study and life, I am willing to find ways to solve them.
(3) Emotion, attitude and values
Cultivate students' positive and optimistic attitude towards life.
Teaching focus
Students should actively find ways to solve problems in their study and life.
Teaching difficulties
When I encounter problems in my study and life, I am willing to find ways to solve them.
teaching method
Discussion method, inquiry teaching method, contact with students' actual life experience and feelings.
Teaching media
Multimedia, projector, etc.
Class arrangement
1 ~ 2 class hours
Teaching structure and process
1. Prepare a few small red flowers (or other reward items).
2. By downloading and consulting books online, collect some stories and materials that actively respond to and solve problems and difficulties.
Teacher: Students, we often encounter some problems and difficulties in our daily life, such as losing our keys and being separated from our families. How should we deal with these problems and difficulties? Wait for him, avoid the problem and wait passively, or take the initiative to find a solution? Let's look at the story of Xiao Qiang and Xiao Li and see how they did it. (transition)
First, find a way to encounter problems (blackboard writing)
Teacher: Students, open the textbook page 12. Let's see what problems Xiao Qiang and Xiao Li have encountered. How did they handle it? Think it over.
Student: (omitted)
Teacher: They all have the same problem: the key is missing and they can't go home. They adopted different methods and got different results. Xiao Qiang was so anxious that he cried and didn't have a good meal or class. Xiaoli went to her neighbor Aunt Wang's house for dinner and called her mother to explain the situation. Whose practice is better? Why?
Student: (omitted)
Teacher: Most students think Xiaoli's practice is good, because after she meets a problem, she doesn't wait passively, but actively tries to solve it and overcome it. Xiao Qiang's practice is relatively poor. He just waited passively, so that he didn't eat or have a good class. What would you do if such a thing happened to you?
Student: (omitted)
(You can also enjoy the video "Smart Child" and "Crow Drinking Water"; Courseware "Fishing for the Ball"; Appreciate the pictures "Rabbit Carrying Pumpkin (I)", "Rabbit Carrying Pumpkin (II)", "Crow Drinking Water" and "The Ball Floats"; Listen to the audio "crow drinks water" and "smart turtle")
Teacher: Through these stories, we know that when we encounter problems, we should actively find ways to solve them in order to overcome difficulties in our study and life and become strong. Let's look at two problems together and see how to solve them. (transition)
Second, solve the problem (blackboard writing)
(1) Question: What should I do if I get separated from my family? (blackboard writing)
Teacher: Let's open the textbook page 13 and see what happened to Liang Xiaofa. Then tell everyone.
Student: (omitted)
Teacher: That's good. The story goes like this: Xiao Liang and his father are playing with toys at the toy counter while shopping in the supermarket. As a result, they were separated from their father. If you were Xiao Liang now, what would you do?
(Attachment: Students can be divided into several groups to answer questions. Every time each group comes up with an idea, they will get a small red flower as a reward. Finally, let's compare which group has the most small red flowers. )
Student: (omitted)
Teacher: Everyone said many ways, and some said that Liang Xiao should stand in the same place and wait for his father. Some talk about broadcasting in the studio; Others said that they would ask their aunts for help. But I want to remind everyone to pay attention to self-protection and not to walk with strangers at will.
I can also tell you, "What if I get separated from my family?" Please refer to the text resources for details. )
Teacher: Let's look at the second question and see how he solves it. (transition)
(2) Question: What if the ball hits the roof? (blackboard writing)
Teacher: Let's look at the story on page 14 and see what it says.
Student: (omitted)
Teacher: The story is that Lingling and Honghong were playing badminton in the yard and accidentally hit the ball on the roof. Now let's give them an idea. How can we get the ball down without danger?
Student: (omitted)
Teacher: The students said many ways, such as poking the ball down with a long stick, moving a ladder to get it, and so on. Now let's talk about: What problems have you encountered in your study and life, and how did you solve them?
Student: (omitted)
Teacher: It can be seen that if we actively think of ways, we may be able to solve the difficulties we encounter. Let's look at an ancient story "Sima Guang smashed a jar" and see how Sima Guang solved the problem when he was a child. (transition)
Third, the thought of "Sima Guang smashing the jar" (writing on the blackboard)
Teacher: Let's open page 15 of the textbook and look at the story of Sima Guang smashing a jar.
(You can also listen to the audio "Sima Guang broke the jar and saved lives" to deepen your understanding of this story. )
Teacher: Say, classmates, should we learn from Sima Guang?
Student: (omitted)
Teacher: Now let's think about it and discuss it. If you were Sima Guang, would you have thought of other ways to save lives?
Student: (omitted)
(Attachment: During the discussion, students may come up with many ways to save lives, such as Qi Xin pushing down the water tank and scooping out the water in the tank with a ladle or basin. Of course, the method students come up with may be naive, but as long as it is reasonable, teachers should fully affirm and encourage it. )
(Students can also enjoy the video of Cao Chong Calling Elephant to strengthen the cultivation of students' creative thinking. )
Through the study of this lesson, we all know that we often encounter problems and difficulties in life, so we should not be afraid of difficulties. I know that when I encounter problems, I should actively try to solve them, so that I can overcome difficulties and become a strong person in life.