Design plan
In order to ensure that work or things are carried out smoothly, it is often necessary to prepare a plan in advance. A plan refers to a planning document formulated for a certain action. What are the characteristics of excellent solutions? The following are 7 design plans I compiled. Welcome to read and collect them. Design Plan Part 1
Teaching requirements:
1. Read and recite the text correctly, fluently and emotionally.
2. Understand the characteristics of seasonal changes from autumn to winter, know the overwintering conditions of animals and plants in nature, inspire students to care for nature, care for their partners, and cultivate the humanistic character of caring for each other.
Teaching preparation:
1. Media courseware, text audio tapes.
2. Lead students to look for autumn before class.
3. A headdress each for Autumn Girl, a wild goose, a frog, and a squirrel, and a "letter" made of maple leaves for each person.
Teaching process:
1. Conversation introduction:
1. Children, last time the teacher led you to the wild to look for autumn, autumn in the fields, autumn By the river, autumn is in the eyes of our children. Can you tell everyone about the autumn you see?
2. My friend said it very well. In this beautiful season, Miss Qiu has written to us. Let’s read together - (show topic) Miss Qiu’s letter.
2. Study the first natural paragraph
1. Teacher’s model reading.
2. Can you read it like the teacher?
3. Read by name. (Comment)
After listening to your reading, the teacher seems to have really seen Miss Qiu picking off maple leaves one after another.
4. Read together.
5. As you read, do you have any questions for everyone?
(1) According to the answer, write on the blackboard: Who? What was written? Why write?
(2) Transition: The children asked such a good question! Let's hear together who Miss Qiu wrote to.
3. Study 2 - Five Natural Paragraphs
(1) Research questions: Who are you writing to?
1. Multimedia provides text recordings.
2. Use the camera to post pictures based on students’ answers, and talk about the little animal in your own words.
3. What did the girl write in the letter? Read the text first, and then tell your classmates.
4. Read the text and discuss with your classmates.
(2) Research questions: What was written? Why write?
△One of the sections to support learning.
Who do you most want to read Miss Qiu’s letter to now?
Example: I want to read Dayan’s letter.
Get ready, Miss Qiu is here to deliver a message to the wild geese. (The teacher wears a maple leaf headdress and plays the role of an autumn girl to send "letters" to students)
1. Read the letter by name. For example: Dear Dayan, you should be more careful along the way!
2. Do you know why Miss Qiu wrote to Dayan?
(Because there are eagles and airplanes in the sky...)
3. Look, how much does Miss Qiu care about the geese? We must read this letter carefully!
4. Fan reading.
5. Read by name. (Comment)
6. Let us learn from Miss Qiu’s instructions to the wild geese to be careful on the road. ——Read the second natural paragraph together.
7. What will Dayan say when he receives Miss Qiu’s letter?
Transition: Look, the geese are so careful flying on the road! Now Miss Qiu wants to ask the children to help her write letters to hibernating frogs, playful squirrels, and children in mountain villages. Are you willing? Take out the maple leaves and see who Miss Qiu asked you to write to? To whom should you write a letter? Read the letter in the text. After reading it, tell your classmate what you wrote in the letter. Why write this letter.
The students sitting on the edge can also talk to the teacher who is listening.
△Communication:
1. Have you finished writing? Which good friend did you give it to?
Sheng: I am writing to (frog), brother frog.
Who else wrote to frogs? Who writes differently from them?
We loudly told the frog to cover himself with quilts and avoid catching cold and getting sick.
2. Who else wrote to other good friends?
Student: I am writing to (Squirrel), Sister Squirrel.
Who else also writes to squirrels?
Let us loudly tell the squirrels to prepare enough food.
3. Has anyone written to children in mountain villages?
Sheng: I am writing to the children in the mountain villages, the children in the mountain villages.
Who else wrote to children in mountain villages?
Let us loudly tell the children in the mountain villages not to forget to wrap the small trees in winter clothes.
(Note: The order here can be adjusted randomly)
△Read the text aloud.
Miss Qiu is so thoughtful! So how to read aloud to best express Miss Qiu’s concern for the children? First let's listen to the teacher read this letter.
1. Fan reading.
Do you think the teacher reads like Miss Qiu?
I believe that the children in our class will read more like Miss Qiu than the teacher.
Try it for yourself first, who do you like best, read the letter written by the ball girl.
2. Free reading.
3. Read by name.
For example: I like frogs, and I read Miss Qiu’s letter to frogs to everyone. Who else would also enjoy reading this letter? Let's tell the little frog together. (Teacher’s encouragement: After listening to your reading, the frog wrapped himself tightly in the quilt!)
Another example: I like squirrels, and I read to everyone the letter written by Miss Qiu to the squirrel.
Read by name and read by your deskmate. Read together. (Teacher encouragement: After hearing what you said, the squirrel is still busy picking pine cones to go home?)
Another example: I like children from mountain villages. Read by name. I also invited... to read with me.
Read together. (Teacher encouragement: The children in the mountain village have already taken action. Look, they are wrapping winter clothes on the small trees? Miss Qiu will be very happy to see it!)
Transition: Miss Qiu also picked off a piece A piece of maple leaf. Hey-----where have all the maple leaves gone?
(Quotation) Ha—all letters were written by Miss Qiu.
4. Study the last two sentences.
1. Teachers read questions.
2. Anyone can ask like the teacher.
3. Read by name and read together.
4. Expansion: Who else did Miss Qiu write to?
5. Performance
After studying this text, do you like Miss Qiu and her good friends? Let's put on a show together.
6. Homework
After watching the performance, can you write a reply to Miss Qiu? Who do you want to write to? Go home and discuss it with your parents, okay? Design Plan 2
Soft decoration is about the creative integration of multiple complex elements such as the overall environment, space aesthetics, furnishing art, living functions, material style, artistic conception experience, personal preferences, and even Feng Shui culture. It is a soft decoration Every area and product installed is an integral part of the overall environment. Also in the commercial space environment and residential space environment, all movable elements are collectively called soft decoration, which can also be called soft decoration and soft decoration. The elements of soft decoration include furniture, decorative paintings, ceramics, floral green plants, fabrics, lighting, other decorative ornaments, etc.; the scope of soft decoration includes family residences and commercial spaces, such as hotels, clubs, restaurants, bars, office spaces, etc., as long as Indoor spaces with human activities require soft furnishings.
1. Soft decoration design cost
Home decoration: 80-120 yuan/square meter (construction area)
80 yuan/square meter (ordinary designer) 120 yuan /square meter (chief designer)
Public decoration: 40 yuan/square meter (within 1,000 square meters)
But the specific charging price depends on the decoration company and designer you are looking for. The prices listed above are just the standard prices for soft furnishing design and are for reference only.
2. Soft decoration design process
The first step is preliminary communication:
Bring the house plan to the company for preliminary design communication services.
Step 2: On-site measurement:
For owners who have design intentions, the designer will personally measure and take photos of the area and related parts to be designed, and the designer will carefully Communicate with owners to clarify their individual requirements and collect relevant information. For example: CAD drawings, relevant text introductions, etc.
Door-to-door measurement charges:
500 yuan for ordinary residences
1,000 yuan for townhouses, villas, and commercial spaces
The third step, First draft of design:
We will complete your first draft of design within 7 days, including: design concept and overall color positioning, etc.
The fourth step is to sign the design contract:
After the first draft of the design is confirmed by the customer, the "Soft Decoration Design Contract" is signed, and the first phase design fee is charged at 50% of the total design fee. .
The fifth step, in-depth design of soft decoration:
After both parties confirm the design, our company will design a full set of design plans including:
1. Soft decoration design Plans (flat color plan, full set of home soft accessories plan design, curtain fabric plan, lighting configuration plan, home configuration plan, decorations, art configuration plan and overall home color positioning).
2. Quantity statistics and material description of soft decoration plans.
After the final plan of the in-depth design is determined, the second phase design fee will be charged at 50% of the total design fee.
The sixth step is to sign the purchase contract:
Deepen the design and determine the final plan. The estimator will issue a shopping list and budget based on the design plan, and discuss and sign the "Soft Installation Procurement Contract". Determine the service items, determine the purchase of soft decoration products, and the installation and supporting time.
Step 7: Ordering, procurement, display, installation and acceptance.
Designers track the display, installation and acceptance of products based on design needs. Design Plan 3
1. Activity Background:
Loving and respecting the elderly is a noble sentiment inherited by the Chinese nation for thousands of years. As a college student of Honghe College, we have the responsibility to inherit this A noble moral character, while creating a good social atmosphere. We take this opportunity of social practice activities to implement the concept of "health starts from the heart, care for life, care for the soul, and improve ourselves" into practical life. In today's fast-paced society, the elderly have become an indifferent group and lack social concern. They need the warmth of being cared for. In this trace of warmth, they feel the society's care for them. The purpose of life is to pursue happiness. Caring for the elderly is a responsibility that all of us should fulfill.
Only by always keeping this responsibility in mind and taking action will our lives be complete and more meaningful.
2. The theme of the activity: spread love, inherit civilization, and repay the society
3. The purpose, significance and goals of the activity:
1. Purpose: to express condolences to the residents of the nursing home Send care and warmth to the elderly, shape a good social image of Honghe College, demonstrate the quality of our students, and achieve the social effect of caring for the elderly.
2. Significance: To make the lonely elderly people feel the society’s care for them, and at the same time enhance the students’ sense of social responsibility, let everyone understand the society, pay attention to this large and special group, and learn to care and learn from it. Be grateful and carry forward the traditional virtues of the Chinese nation of respecting and loving the elderly.
3. Goal: Let the elderly be satisfied with our activities and our services.
4. Activity time: May 24, 20xx
5. Activity location: Xin’an Nursing Home
6. Participants: Mao Gui’s second group All members
7. Activity process:
Preparation for the activity:
1. Team leader xx gets in touch with the relevant person in charge of the nursing home to discuss specific details with him time and related matters.
2. Count all the people participating in the activity and explain the precautions
3. Determine what you want to do at the nursing home
4. Prepare condolences (Homemade small gifts)
Remarks: Everyone collects some summer health care knowledge and health tips, and learns some tips for daily life. In response to the recent hot weather, learn about heatstroke prevention and teach them while chatting with the elderly.
Activity process: 1. Understand the personality characteristics, living habits and health conditions of each elderly person from the relevant staff of the nursing home.
2. All team members said hello to the elderly and sent their sincere blessings.
3. Arrange interactions between students and the elderly, chatting, playing chess, etc. with the elderly separately, each showing his or her abilities, and achieving the effect of making the elderly happy.
4. Help the elderly clean and tidy.
5. Tell the elderly about health care and health preservation in summer, and introduce some convenient and practical life tips and health knowledge.
6. Chat with the elderly and listen patiently.
After all the activities, the participants said goodbye to the elderly and took photos. Finally, we return to school on the same route, and the whole activity ends.
8. Notes:
1. The gathering must be on time.
2. Dress neatly.
3. When entering a nursing home, you must smile and say hello when you see the elderly. This is a sign of respect and recognition for the elderly.
4. When talking to the elderly, try to listen to them and guide the elderly to tell more about their past events.
5. The elderly often suffer from cardiovascular and cerebrovascular diseases. When doing activities, you should be careful not to make too much noise or make noises for a long time. Try to avoid large activities and mood swings for the elderly to prevent them from developing symptoms. Feeling unwell. Elderly people often feel lonely in nursing homes, and they must use friendly language when communicating.
6. When cleaning the room, be sure to put items back to their original places and do not change their original layout.
9. Activity budget:
1. Fare: 60 yuan
2. Small gift: 10 yuan
Total: 70 yuan
10. Staff arrangement:
1. Person in charge: xx
2. Photography: xxx Design Plan 4
Teaching objectives:
Knowledge: 1. Learn the description of hearing, touch and vision in articles.
2. Understand the vivid, fresh and gorgeous language style of the article.
Ability: Write an experience in the rain.
Emotion: Feel the beauty of language and the beauty of scenery.
Teaching focus:
1. Learn the description of hearing, touch and vision in the article.
2. Understand the vivid, fresh and gorgeous language style of the article.
Teaching difficulty: write an experience in the rain.
Teaching preparation: articles about describing rain
1. Review old knowledge and reveal the topic
1. Recall, how did Zhu Ziqing describe spring rain?
2. Transition: What are the characteristics of rain in Malaysia?
3. Reveal the topic:
4. Read the questions and ask questions
1. Communicate
2. Read the questions and ask questions Questions
Through comparison, stimulate students’ interest.
2. Characteristics of the first reading of the text
Presented by the media
1. Read the text freely and softly, requirements:
Read the pronunciation of the characters correctly, Read the text smoothly without adding or missing words.
2. Exchange reading situation
(1) What did you learn through reading?
(2) What else do you not understand?
1. Questions and problems Summary questions
(1) From what angle does the author describe the characteristics of rain in Malaysia?
(2) How does the author express different feelings?
1. Study the text independently
2. Exchange reading status
3. Ask questions
Aimed at allowing students to grasp the overall content of the text .
3. Repeatedly read the accumulated sentences
Media presentation
1. Focus on the problem and read the text again
2. Group discussion
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3. Solve problems in large groups
4. Accumulate key words and sentences:
(Focus on accumulating beautiful sentences describing Malay Rain)
1. Read the text again and taste it carefully.
2. Read sentences aloud
Exchange experiences
Aimed at allowing students to accumulate beautiful sentences describing rain
4. Thinking training
1. Thinking: The second paragraph of the article does not directly write about Malay rain, but first writes about China's "Jiangnan rain". What is the purpose of writing like this?
2. What other descriptions of people close to rain have you seen? How is it different from Malay Rain?
1. Group discussion
2. Exchange materials
Exchange and accumulate materials
5. Writing training
The author describes listening to the rain, being exposed to the rain and watching the rain. How do you like to come into contact with the rain? Write an experience in the rain.
Prepare to write individually
Cultivate students’ writing skills
Post-teaching comments:
Although the new textbooks focus on students’ perceptions and accumulation , the conceptual knowledge is relatively downplayed, but I think the cultivation of writing ability is an important task in Chinese learning. Therefore, teachers in reading teaching must provide some writing guidance to students consciously and subtly. The author of this lesson writes about the Malay Rain in hearing, the Malay Rain in touch and the Malay Rain in vision respectively. He vividly conveys his different feelings about rain from the three aspects of hearing, touch and vision in a delicate style. out. Of course, students must master this descriptive technique. Therefore, when teaching consciously, of course, you cannot instill it in a formulaic way. Instead, you can gain insights through reading aloud, unconsciously feel the benefits of writing like this, and then use it naturally in your own writing. Design Plan 5
Teaching content:
Textbook 11-12 pages of two-digit plus two-digit example 3
Teaching objectives:
1. Further learn the written calculation method of adding two digits to two digits.
2. Help students master computing methods through practical operations, independent exploration, group collaboration and other means, and cultivate students' ability to think and solve problems.
Teaching focus:
Calculation methods of carry and addition in written calculations.
Teaching difficulties:
How to carry in carry addition.
Teaching process:
1. Create scenarios and introduce algorithms
Yesterday, the children helped the teacher solve the problem, but the teacher didn’t understand why the children didn’t arrange 2 ( How about taking a bus with classmates 1) and 2 (3)? Can you tell the teacher?
(Show the theme map)
1. Group discussion verification
2. Report the discussion results
What method are you going to use to verify Woolen cloth?
Introduce the addition formula: 36 35=
3. Learn the written calculation method of carry addition.
(1) Please use a small stick to swing it first.
(2) Let’s talk about the algorithm: What to add first? What to add?
4. Through calculation, it is concluded that Class 2 (1) and Class 2 (3) cannot share the same car.
5. Discussion: What should we pay attention to when performing carry addition in writing?
2. Use knowledge to solve problems.
1. Put it aside and do the math.
2. Calculate the following questions.
45 47= 76 5= 32 18=
4 5 7 6 3 2
4 7 5 1 8
Independent calculation , describe the calculation process.
3. Vertical calculation
3. Connect with social reality and make full use of mathematical knowledge.
Question 7 of Exercise 2.
4. Summary of teachers and students ***
The children are really capable and have helped the teacher such a big favor. What did you learn while helping? Design Plan Part 6
Introduction:
Teacher: Students, you must be familiar with the Great Wall. Have you been to the Great Wall? What do you know about the Great Wall?
Students expressed their opinions and feelings one after another. They could exchange views on the location of the Great Wall, its natural scenery, its historical value, related historical stories or legends, or their personal experiences of visiting the Great Wall.
Teacher: The Great Wall is not only a symbol of the soul of the Chinese nation, but also a great miracle in world history. Let us experience this great Great Wall together through this article.
New teaching:
1. Read the topic together: "The Great Wall"
2. Show two wall charts: What are the similarities between these two pictures? And the difference?
***The same thing: they all depict scenes of the Great Wall.
Differences: The observation points are different. The first picture is a bird's-eye view, the observation point is at a high place, and it is a distant view. The second picture is a straight-up view, and the observation point is near, so the observed scenery is different.
3. Looking at the first picture, can you describe in your own words what scene is drawn in the picture?
The student answered that when the teacher guides the students to observe and describe the pictures, there must be a certain order, from near to far, from the subject to the surrounding scenery.
Let’s talk about what is drawn in the second picture.
4. Read the text, pay attention to the correct pronunciation of the characters, read the sentences smoothly, and think about what content in the text is depicted in the picture.
Students read the text by themselves. Answer: The first natural segment corresponds to Figure 1, and the second natural segment corresponds to Figure 2.
5. How do these two paragraphs in the book describe the Great Wall?
"Looking at the Great Wall from a distance,..." Using metaphor, the Great Wall is compared to a long winding dragon. It can be seen that the Great Wall is very long and majestic.
Read together.
"..." writes about the structure of the Great Wall. From "" we can see that the Great Wall is tall and strong;
Teachers can guide students to read this paragraph by themselves and draw simple drawings , understand the structure of the Great Wall: buttresses, lookout points, and nozzles;
Refer to Figure 2 to describe the structure of the Great Wall, and try to use the language in the book.
The teacher gave guidance on how to write these two paragraphs: the author first wrote the overall scene of the Great Wall in order from far to near, and then described the parts of the Great Wall.
6. The author stood on the Great Wall, stepping on the square bricks under his feet and holding on to the stones on the wall. What did he think of? Read the next paragraph, mark the sentences that you have feelings about, read it several times, and then share your feelings with the students in the group.
Students read, mark and share their feelings. Division inspection and guidance.
7. Students report, guided by the teacher, and timely combined with the third question after class.
Teachers pay attention to training students to grasp key sentences and key words to understand the text, and at the same time connect it with the context, real life, and extracurricular reading; train students to understand and analyze the text from multiple perspectives such as content, emotion, and writing, and combine reading and writing ; Guide emotional reading through various forms, and train students to understand, experience and express emotions through reading.
8. In addition to these, what other scenes can you think of when the working people built the Great Wall?
Students use their imagination, for example: in the cold winter..., in the scorching summer..., their appearance and clothing..., their expressions and movements...
9. It is this majestic Great Wall and these great working people that make the author excited and emotional. Read the last natural paragraph together.
Summary:
The hard-working and brave ancient working people used their blood, sweat and wisdom to build this majestic Great Wall. It cannot but be said to be a great miracle. Don't let us Chinese people be proud and proud of it. Let us read this text again with this sense of pride, and then talk about what you gained.
Teachers guide students not only in terms of content and emotion, but also in terms of writing. Design Plan 7
Teaching Objectives
Knowledge and Abilities
1. By understanding the text content, feeling the beautiful scenery of the sunset, and stimulating students’ interest in observing nature , cultivate imagination ability.
2. Learn the author’s method of observing the changes in color and shape of fire clouds.
3. Read the text emotionally. Recite the text.
Process and method
1. Conversation introduction: stimulate students’ interest in learning, and play courseware to provide sensory stimulation to primary schools.
2. Feel the text: analyze the content of the text from the aspects of frequent changes and rapid changes, evaluate the content of the text, and evaluate the language.
3. Writing training: Complete what you have learned in this lesson, expand your imagination, and conduct writing training.
Emotions, attitudes and values
1. Through the study of this course, students can be influenced by beauty and cultivate their thoughts and feelings of loving nature and loving life.
2. Cultivate students’ good habits of observing things carefully.
Teaching focus
Through the study of language and characters, understand the changes in color and shape of fire clouds.
Teaching preparation
Courseware
Teaching design
Second lesson
1. Create situations and stimulate interest .
1. The teacher uses multimedia courseware to show pictures of Huo Shaoyun accompanied by beautiful music for students to appreciate, and explains to students the characteristics and formation process of Huo Shao Yun. (Blackboard writing topic)
2. Students talk about their feelings after looking at the pictures.
2. Read the text for the first time and get an overall perception.
1. What is Huoshaoyun? Ask the students to read the text quickly and find a sentence from the text to answer.
2. Read the sentences together as a class.
(The courseware shows the sentence "The sky is on fire")
(1) Change the word "burn" in the sentence to "red"? Students read aloud and compare.
(2) Since it makes sense, why doesn’t the author use red instead of burning?
(3) Guide emotional reading. (Highlight the burned characters)
3. Grasp the characteristics, read and imagine.
Transition: With this burning, many changes have taken place in the sky. What changes have occurred in the Huoshao Cloud? (Writing on the blackboard: changes)
1. Read the second paragraph silently.
Thinking: From what two aspects does the text describe the changes in Huo Shaoyun? (Writing on the blackboard: color and shape)
2. Teaching the third natural paragraph.
(1) After reading this natural paragraph, what impression did the changes in Huo Shaoyun leave on you? (Written on the blackboard: How fast)
(2) Where can you see the color? Can you find the word that represents the color? (Circle the name)
Show: Follow the example and find other words that represent colors.
Bright red __________ __________
Eggplant purple __________ __________
(3) Where can you see that the color changes quickly? (A while after a while)
(4) Guide reading aloud (joyful tone)
3. Teaching the 46th natural paragraph.
Transition: The color of Huoshaoyun is so colorful and ever-changing, so how does its shape change?
(1) Students are free to choose their favorite natural paragraphs to read aloud.
(2) Teacher’s reading a. What does the horse look like when it appears? b. How does the horse change? c. How did it disappear?
(3) Students read Huoshaoyun into dogs and lions.
(4) Students will describe the changing shape of the fire cloud according to the dubbing of the picture.
(5) Summarize the characteristics of the shape changes of Huoshaoyun. (More writing on the blackboard, faster)
(6) Students imitate the text and talk about what shape the fire cloud will turn into in the order of appearance, appearance, and change.
4. The Huoshaoyun was so wonderful, but before people could appreciate it enough, it went down. Read the last paragraph together and understand how people felt at that time. (The fun is not over yet)
Fourth, focus on foreshadowing and cleverly setting up suspense.
1. When is Huo Shao Yun written in the text?
2. At the beginning of the article, the title is "The Fire Cloud is Coming," but what is written immediately after? (Read, read, mark)
3. Why not write about Huo Shaoyun directly, but write about Xiaguang in an extra step? What is the purpose of writing this way? (Think, discuss) First, raise suspense to stimulate students' thirst for knowledge, and then learn through reading, drawing, and thinking, and the impression will be more profound.
5|. Summarize the study method and enjoy the text.
.Yes, the existence of beautiful things is always so short-lived, but writers can turn the beauty of this moment into eternity. Think about why writers can write such good articles?
Guide students to outline writing methods: observe carefully, use imagination, and pay attention to accumulation.
6. Expand innovation and use your imagination.
1. Students present pictures of fire clouds they have drawn and collected, and describe them in words.
2. Students design extracurricular homework independently. (Excerpt, copy, read)