Tiger photography eloquence teaching plan
The following is an example of a tiger photo eloquence lesson plan: ##1. Teaching objectives 1. Through animal mimicry, they trained their bodies. 2. Guide the students to associate with the content related to tiger photography to cultivate their imagination and language organization skills. 3. Let the students learn to use simple and vivid language to describe the scene related to the tiger photo, and improve their eloquence. 4. Cultivate the students 'ability to cooperate, such as in group discussions or performances. ##2. Difficulties in Teaching 1. ** Teaching Focus ** - The students were able to accurately describe the tiger's expression, actions, and the scene when the photo was taken. - Students are encouraged to use their imagination to describe different scenes of tiger photography. 2. ** Teaching Difficulties ** - Guide the students to incorporate their own emotions and attitudes in the process of description to make the expression more vivid and interesting. - How to make students overcome their timidity in the process of expressing themselves and speak boldly. ##3. Teaching preparation 1. Pictures or videos related to tigers and other small animals. 2. Camera-simulating prop (It can be a simple self-made prop). ##4. Teaching process ###(1) Introduction 1. Show animal pictures or play Short videos - Show some pictures of tigers or play a Short videos clip of tigers to attract the attention of the students and lead to today's theme-tiger photography. - Ask the students about their impression of tigers, such as "How do you feel when you see a tiger?" "What does a tiger look like?" Lead the students to describe the tiger's appearance, such as its stripes, claws, eyes, etc. 2. profiles - A short scene: "Today, a photographer came to the forest with a camera. He wanted to take pictures of animals, including our majestic tiger. What interesting things will happen?" ###(2) Knowledge Explanation and Practice 1. Words and expressions - He taught some words related to photography, such as "lens","photo","posture","flash", etc. He also taught some words to describe tigers, such as "imposing","fierce","tall", etc. - Ask the students to use these words to make simple sentences, such as "The tiger poses in a majestic pose for the photo." 2. scenario description - Show a picture of a tiger in the forest. In the picture, you can assume that there is a photographer holding a camera and preparing to take pictures of the tiger. - Ask the students to describe what they saw. Ask the students to describe the tiger's expression, movements, and the surrounding environment. For example,"The tiger is standing in the grass, staring at the photographer's lens, as if saying,'I'm ready'." - The students were organized to have a group discussion. They discussed how they would communicate with the tiger to get it to pose for a photo if they were photographers. Then, each group sent representatives to share the results of the discussion. ###(3) Role-playing 1. grouping - The students were divided into groups. Each group could choose one student to play the tiger, one student to play the photographer, and the other students to play the surrounding small animals or spectators. 2. performance - The students were given a certain amount of time to prepare, and then each group was allowed to perform. The photographer had to try different ways to guide the tiger into various poses. The tiger had to show the corresponding expressions and movements. The audience of small animals could have some interaction, such as watching and discussing. - During the performance, students are encouraged to use the vocabulary and expressions they have learned before. ###(4) Summing Up and Evaluation 1. student self-assessment - The students who played different roles were asked to evaluate themselves first. For example, the students who played the tiger could say how they acted like the tiger in the performance, whether they encountered any difficulties, etc. 2. Small group evaluation - Each group evaluated each other and pointed out the strengths and weaknesses of the other groups 'performances. For example, a certain group was particularly lively and interesting when describing the scene of the tiger's photo. 3. teacher evaluation - The teacher summarized and evaluated the entire activity, emphasizing the students 'ability to express themselves, imagination, and cooperation. Praise outstanding teams and individuals, and propose improvements to existing problems. ###(5) Extending 1. story writing - Arrange homework for the students to create a short story about the tiger photography based on today's theme. It can be a few simple sentences, but it is also required to include a description of the tiger and the photo scene. 2. family shows - Students are encouraged to role-play with their families to take pictures of tigers to further consolidate what they have learned. Read more exciting novels for free
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Bai Zhu was a kind of medicine that had the effects of replenishing qi and strengthening the spleen, drying the dampness and promoting water, stopping sweating, and preventing pregnancy. Jiao Baizhu also has the effect of replenishing qi, strengthening the spleen, stopping diarrhea, drying dampness, diaphoretic, antiperspirant, and preventing fetus. It can be used to treat weak spleen, excessive sweating, fetal movement and other symptoms. It also has a good effect on diarrhea, abdominal distension after eating, phlegm and fluid stagnation and other symptoms. It should be noted that if there are related symptoms, you should seek medical advice in time. A Chinese medicine doctor should diagnose and prescribe a prescription. Do not treat and use medicine on your own. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
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