Comprehensive practical teaching plan

As an excellent educator, you should write lesson plans, which can effectively improve your teaching ability. How to write lesson plans to play a better role? The following are five comprehensive practical teaching plans I collected for you, which are for reference only and I hope to help you.

Comprehensive practical teaching plan 1 activity purpose

1, knowledge and ability

Through this activity class, students can understand the basic knowledge of English manners and customs, feel the importance of etiquette in life, and exercise their ability to collect and organize information, participate in activities, design and express activities in language.

2. Process and method

Through this activity, guide students to collect and sort out information about British customs and etiquette, and master the methods of collecting and processing information.

3. Emotional attitudes and values

(1) Let students experience the joy of participation and cooperation through group cooperation.

(2) Understand the basic knowledge of British manners and etiquette, the differences between Chinese and western manners, and teach students to be a gentleman with grace.

Focus of activities

1, collect information about British customs and etiquette and sort it out.

2. Express your views in accurate language, and stimulate students' interest in cultural etiquette by understanding knowledge and participating in demonstrations of British customs and etiquette.

Activity difficulty

Express your views in accurate language, and stimulate students' interest in cultural etiquette by understanding knowledge and participating in demonstrations of British customs and etiquette.

Activities to be prepared

1. Students are divided into etiquette report group, etiquette publicity group and etiquette demonstration group according to their abilities and specialties. Each group is free to combine, 8 people, all participating. Under the leadership of the elected team leader, they work together to complete the task with high quality and efficiency.

2. Summarize and refine the collected data of English manners and customs, demonstrate and practice all parts of English manners and customs, and make full preparations for all activities in class.

teaching method

Research on Autonomous Learning and Group Cooperation

Preparation before class

A weekend is used to collect and sort out materials, performances and props.

Activity process

First, import

Dear students, welcome to the scene of the report on "English Customs and Etiquette". After a stage of investigation and study, we have a further understanding of British customs and etiquette. Today, we will report the results in groups.

Second, carry out activities.

1, the first link: "British manners and customs" handwritten newspaper

According to the information collected some time ago, all groups have completed our activities of making handwritten newspapers. Now, please choose a member from each group to report the results of the handwritten newspaper.

Representatives of the five groups went to the front row in turn to explain and report the handwritten newspaper.

British customs and etiquette are similar to those in China, but there are also differences. Every country is pregnant with its own local etiquette culture. The student's introduction is very concise.

,

It can be seen that the knowledge of British customs and etiquette has been collected very carefully and in detail, so let's go to the next link: etiquette demonstration, and please invite our classmates.

2. The second link: "British manners and customs" demonstration.

There are three groups of students, through the understanding and study of British customs and etiquette, respectively, to greet the British for the first time, gentlemanly manners and often talk about the weather as a topic to demonstrate to everyone.

Scene 1: On the first day of school, we met for the first time. Let the students pay more attention to the basic greetings.

Scene 2: Boys and girls walk together. Boys should be gentlemen. Open the door for girls and let them go first.

Scene 3: When people meet or wait for the bus to chat, they often talk about the changeable weather and pay attention to students' communicative language.

The demonstration of these three groups of students makes it easier for students to bring them into practical communication activities, so that everyone can once again feel the British customs and etiquette culture more directly and stereoscopically. This display of customs and etiquette makes people more impressed with the etiquette and communication in these lives and keep them in mind.

3. The third link: knowledge contest.

This meeting is divided into five groups. We will hold a knowledge contest based on British customs and etiquette. Each group will send a representative to answer the questions and explain the reasons. Only after the teacher has read the question can he raise his hand to answer.

The students' answers were positive and accurate. British manners and customs involve many aspects. After these three reports, I have a deeper understanding of British manners and customs. Let's ask a classmate to express his feelings and views on this report.

4. The fourth link: summary of students' feelings.

Through several discussions, we learned a lot. We know that English people have a good habit of queuing and are always polite when they meet. The British always discuss the weather first, because the weather in Britain is unpredictable. Also, the British people's eating habits are different from those in China. English people are always left-handed and right-handed, and gentlemanly manners are the best in western countries. I hope the students can learn more from the good habits of Britain and be a gentleman with grace.

Three. abstract

The theme of our comprehensive practice is to learn English customs and manners. I hope that students can have a deeper understanding of British customs and manners through this activity, and they can always pay attention to their manners in their later lives and be polite and graceful gentlemen and ladies.

Fourth, homework

In addition, please write a short article about our English customs and etiquette and express your opinion.

The second part of the comprehensive practical teaching plan aims at:

4, in the actual operation process, realize the method and importance of waste treatment.

5. Know how to protect the environment and the earth in daily life.

Activity flow:

First, many things in life can be recycled, and many things can be made into small toys and decorations. Let's have a try.

Second, take out some waste products:

Old newspapers, popsicles, leaves, cans, plastic bottles, medicine boxes, waste cloth, table tennis, etc. (Students can bring materials in groups)

Third, please use your imagination. What small items can you make from these wastes?

(Group discussion, think for yourself)

Fourth, show the works afterwards

Students use popsicle sticks to make small fans and small photo frames; Use leaves as stickers; Make small dolls out of waste cloth and table tennis; Making furniture with medicine boxes; Make toys with cans; Make all kinds of small productions with old newspapers.

Verb (abbreviation of verb) abstract

What a coincidence, scholars also have hands. It turns out that we can turn waste into treasure with our hands.

Please write down the words that ask you to protect the environment in your own works and give them to your classmates.

The third part of the comprehensive practical teaching plan teaching objectives:

Process and method:

1, will use words and pictures to observe and record the behavior characteristics of snails.

2, will use simple table statistics, finishing snail feeding habits, etc.

3. Be able to listen to other students' ideas and suggestions.

Knowledge and skills: Understand the snail's life habits and sports style.

Emotions, attitudes and values;

1. It is very interesting to experience the care of a small snail and observe its life and growth.

2. Willing to cooperate with others and exchange ideas.

Teaching emphasis and difficulty: be able to ask questions that interest you in all aspects of snails, and choose and explore questions that suit you.

Teaching preparation:

Teachers and students prepare:

(1) Snails caught by students before class, containers for snails, magnifying glasses, etc.

(2) Snails can choose food, such as cut into small pieces of vegetable leaves, bread, eggs, apple peels, etc.

(3) Beer, vinegar, dry cloth, wet cloth (or dry paper or wet paper), special paper box for students' experiments (with black inside and long holes on the lid).

Teaching process:

First, import

1. Usually everyone likes to guess riddles. Today, the teacher asked everyone to guess what animal it is: it's called a cow, and it can't pull a plow. It is said that it has little strength and walks with its house on its back. (blackboard writing: snail)

2. Check the snails caught by the students. Tell me where you caught the snail.

Second, observe snails.

1. Give the students a magnifying glass. Say: What is this, class? (Magnifier) What can you do with it? (observing snails) (writing on the blackboard: observing)

Now, please observe this snail carefully and draw it. You can give your snail a name.

Who can tell me what you found through the observation just now? Let me introduce you to the snail you drew.

Third, study snails.

1. What else do you want to know about snails?

Find a partner who studies the same problem as you, form a group with them and make a research plan. Discussion: What kind of experiment are you going to design to study what you want to know? What experimental supplies do you need?

3. According to the research questions of each group, provide students with experimental supplies such as chopped vegetable leaves, bread, eggs, apple peels, beer, vinegar, dry cloth and wet cloth (or dry paper and wet paper).

4. Put forward the experimental requirements: What should we pay attention to during the experiment? Can you predict the result of your experiment before the experiment? Each group of reporters should make records of experimental research.

5. Students are divided into groups to conduct experimental research. (Teachers patrol and give instructions according to the situation)

6. Report and exchange research results: What did you find through the research just now? What is the conclusion? Is it consistent with your prediction?

Fourth, expand

Today, through the study of snails, we have a better understanding of all aspects of snails. According to your understanding of snails, can you design a home for the snails you catch, raise them and make them your good friends?

Five, home observation (rainy day, sunny day)

Comprehensive practice teaching plan 4 1. Aesthetic doubts and the introduction of new courses.

1. Show all kinds of paper relief works.

Teacher: Do you know what materials these works are made of?

Health: All kinds of paper.

Teacher: What are the characteristics of these works compared with the real images?

2. These works with the characteristics of generalization, exaggeration, three-dimensional and decorative interest are called paper reliefs, and we can also use them to decorate our classrooms and homes.

3. Words on the blackboard-paper relief

Today, let's learn to make a paper relief craft product that can decorate wall flowers.

Second, make blooming flowers.

1. Play the video and watch it carefully.

2, group discussion production steps (show steps)

3. Combine vertical paper flowers. And emphasize safety.

4. If there are not enough blades drawn on the card, you can also draw blades on the other three cards and design and manufacture the parts yourself.

Third, the exhibition of works.

Let's compare and see who makes the paper flowers more beautiful.

Fourthly, the expansion of paper relief.

Transition: through the production just now, think about how the flat paper becomes a three-dimensional image. Derived the paper relief production technology;

☆ A work must be painted, scratched, cut and folded.

☆ Composition techniques. Use incisions to push and fold, just like flowers.

☆ stacking method. Several pieces of paper are stacked on top of each other to create a three-dimensional effect of the front and rear space.

Five, into the creative performance of the role

Transition: In fact, the material for making paper relief can be not only paper, but also various metals, wood and cloth. Today, the teacher will teach students to make relief works with wool.

1. Show students' homework requirements: Please choose an image that you like, and use pasting techniques and color matching to make a three-dimensional and interesting work.

A can design various shapes according to his memory or feeling, such as cartoon image and pattern image.

You can add or delete patterns in reference books to form an interesting picture.

C more complex graphics can be completed in groups.

Be innovative and don't copy books or other people's works.

2. Students are free to make, and teachers tour to guide them to help them find and solve problems in time, explore new playing techniques, show works with reference significance, and improve the success rate of works.

3. Play background music, and display pictures and materials on the screen to inspire students to think.

4. Show the works that can be used for reference and improve the success rate of the works.

Reflections on the activities of the fifth chapter of the comprehensive practice teaching plan;

With the development of society, there are more only children in the family, and their lives are richer. They talk more about taking, and less about giving and returning. This is incompatible with the requirements of building a harmonious socialist society. It is a basic content of building socialist civilization to carry out caring activities for the elderly, narrow the distance between children and the elderly, advocate respecting and loving the elderly among teenagers and promote filial piety.

I. Purpose of the event

1, let students know that society is made up of many families; The elderly at home have made contributions and contributions to the society, and they deserve care and help when they are old and weak.

2. Students participate in family and social life by designing their own birthdays for grandparents, and cultivate their sense of responsibility for family and society and their ability to arrange specific activities.

3. Cultivate students' good moral quality of respecting the old and caring for the young and paying attention to the disadvantaged groups.

Second, the activity preparation

1. Prepare audio-visual materials about the life of the elderly at home and in community nursing homes.

2. Prepare props and birthday gifts for the role performance for the elderly.

Third, the teaching hours:

Two class hours

Four. Contents and methods of activities

1. Family survey: caring about grandparents' lives.

Observe and understand the life of your grandparents. Students are used to being taken care of at home, and doing research by themselves may not have the expected effect. But students form groups to study, make plans and then investigate, and the situation will be obviously different. This link can also be guided by the teacher in class, and students can recall and record it themselves; Then, organize students to communicate in groups.

Discussion: What can we do for grandparents?

Inspire each other in the discussion and start to discuss how to fulfill their obligations and responsibilities. Students may think differently. Teachers can guide students to discuss everyone's ideas from the perspective of increasing their sense, intention and ability, and sum up some feasible practices.

3 Extension and extension: Celebrating grandparents' birthdays.

In this part of the activity, students get a way to celebrate their grandparents' birthdays. This is something that students can do and children of the same age are interested in. The elderly here generally refer to the elderly at home or the elderly in community nursing homes.

A determine the object. The object of birthday should be recognized by everyone and of certain significance to society. For example, the elderly who have no children or whose children are far away from them, the disabled elderly who can't take care of themselves, and the elderly who have made outstanding contributions to society.

Think about how to celebrate the birthday for the elderly. Here, we can start from students' psychology, compare their birthday practices, and also consider the characteristics of ordinary old people and the particularity of specific objects. Students can put forward their own ideas first, and then work out a feasible plan through group discussion.

Simulating and demonstrating a birthday scene is a process of role performance. Students play different roles according to their own plans and try to really celebrate their birthdays. Although students have ideas, they are young and inexperienced, and there is still a distance between them and reality. Practicing how to express language and give gifts in advance is the process of cultivating students' autonomous ability.