1 The lesson plan "Fruit House" for the middle class in kindergarten aims:
1, can start a dialogue around "I like to eat fruit" and learn more about the characteristics of some common fruits.
2. Children can express their favorite fruit characteristics in complete sentences in front of the group.
3. Explore and discover the diversity and characteristics in life.
4. Take an active part in activities and speak your mind boldly.
Activity preparation:
Story wall chart, fruit wall chart, fruit in kind
Activity flow:
First, create a dialogue situation and lead to a dialogue topic.
1, the teacher shows the teaching wall chart and tells the fairy tale "Fruit House"
2. Teacher: What fruits did Mother Bear and Baby Bear harvest?
3. Teacher: What color are these fruits?
Teacher: Mother Bear and Baby Bear have harvested so many fruits that they want to invite their friends to eat them. Are the children willing?
Second, guide children to speak freely around the topic
1, the teacher will cut the fruit, let the children taste it and guess what fruit they ate.
2. Teacher: What's the taste of the fruit you eat? Guess what fruit you are eating?
3. wall chart. Teacher: What does this fruit look like? What does it taste like?
Third, guide children to expand the scope of conversation.
1. Teacher: What other fruits do children know? Which one do you like best? What color is it and what does it look like? How do you feel after eating it? (I want to ask whether you want to let the children talk freely around the question after you ask this question, or ask some children to answer it. Please specify)
Children can talk with friends freely. The teacher reminded the children to take turns to speak and listen carefully.
Ask individual children to talk about their favorite fruit in front of the group and why they like it best. The teacher used tricks to mend the children's conversations. It is suggested that the order of the second point and the third point be reversed.
Fourth, the teacher summarizes, experiences and shares the happiness of fruit.
Teacher: Every kind of fruit has a different taste, color and shape, but it is very nutritious. Eating more fruits is good for your health. You haven't eaten those fruits yet. You can ask your parents when you go back.
● After reading the lesson plan, I didn't see the embodiment of patiently listening to the goal. Please add it.
Also, do you let your children bring their own fruit? If so, please use it in the link. I do not see any at all. If you only use it when tasting fruit, please choose one of several fruits.
● The wall chart should be bigger. If there is only one wall chart, it should be at least half the size of a blackboard.
Activity reflection:
In this lesson, I prepared a courseware to let children "see" the story more intuitively. At first, I used the picture of baby bear grinning to draw out the story characters, and the children were very interested. Then, the picture of the story is led by why Baby Bear laughs. The children are very serious and attentive, and they can do what the teacher asks, but the complete expression of the children here is still not good, and my questions are not point-to-point These questions are too complicated for children to answer. You can make appropriate changes next class.
In this lesson, I mainly taught three verbs: "Pick, push and pull". Baby bear picks the fruit, baby bear pushes the cart, and mother bear pulls the cart. I let the children learn separately to deepen their understanding of the usage and actions of these verbs and increase their interest. However, children don't fully understand the interest of this story. The reason may be that the level of complete sentence expression of small class children is still low, and their understanding ability is limited to some extent. They are not interested in why the fruit house should be built, and the joy of small animals is not high after the fruit house is built.
The goal of this class has basically been achieved, but I still have some mistakes in positioning small class children. For the expression of complete sentences and divergent thinking, children in small classes are still in a weak stage, so there should be no complicated words in the questions, and the actions should be more interesting to make children more interested.
The activity goal of "Fruit House" 2 in the teaching plan of kindergarten middle class:
1, children can listen to stories quietly and understand stories;
2. Learn to tell the composition of the fruit house in a more coherent language.
3. Feel the joy of autumn fruit harvest and experience the fun of fruit house design.
Activity focus: children can pay attention to the content of the story and understand the plot.
Activity difficulty: children will say the composition of the fruit house in coherent language.
Activity preparation:
1, story recording, PPT.
2. Unchromed pictures of various fruits; 3, crayons, glue.
Activity flow:
(1) The teacher took the children to watch the "orchard" and feel the harvest of fruit in autumn.
1. Show P 1 and ask, "What fruits are there in the orchard? What are they like? " The teacher said, "Whose orchard is this?" Mother panda's "lead-out story"
(2) While watching PPT, the teacher tells stories.
1, the teacher told a story: from the beginning to "... what should I do?" 2. Q: "Who will help mother panda and baby panda find a way?"
Guide children to speak their minds boldly.
3. The teacher shows pictures of the fruit house.
Guide children to observe "what's on the roof (wall)" What is the door (window) made of? "Inspire children to say.
4. The teacher continued to tell the story, "Mother panda and baby panda built a fruit house. What else did they do? "
(3) The child fully appreciates the story.
1, the teacher tells the story completely.
2. Question: "What did Mother Bear and Baby Bear make? How did they build the fruit house? " Guide children to complete the theory of "building a beautiful fruit house with xx as the roof, xx as the wall, xx as the door and xx as the window".
(d) Children design fruit houses in groups and speak boldly.
1, show pictures of fruits and let children color according to the characteristics of fruits.
2. The teacher shows the picture of the house and asks the children to paste the corresponding fruit stickers according to the story.
Attachment: Story "Fruit House"
Autumn is here, and the fruit is harvested! Mother bear's orchard is full of fruits, such as red apples, green watermelons, yellow pears and pink AA peaches ... it's really beautiful, and mother panda's happy mouth can't close.
One day, mother panda and baby panda came to the orchard early to pick fruit. They picked one car after another and loaded one car after another. Baby panda pulls hard in front, and mother panda pushes hard behind. "Hey, hey, hey, hey, hey, hey, hey, hey, hey, hey, hey." They happily carried a truckload of fruit home. Seeing so many fruits, mother panda said happily, "There are fruits to eat this year." However, there are so many fruits that the house is full, even the yard is full. Mother panda and baby panda have no place to live, so they have to sleep outside. It was dark and cold, so both mother panda and baby panda couldn't sleep and walked around the yard. The little panda said anxiously, "Mom, we have no place to sit, stand or sleep. What can we do? " Mother panda thought for a moment and said loudly, "Yes, yes, let's build a room with fruit." The next morning, mother panda and baby panda were very busy. They built a beautiful fruit house with red apples as the roof, green watermelons as the walls, yellow pears as the doors and pink peaches as the windows. Mother panda also distributed many fruits to her neighbors. Baby panda invites rabbits and puppies to her home. They are eating fruit and dancing around the sweet fruit house. They are very happy.
Design background of activity 3 of "Fruit House" teaching plan in kindergarten middle class
This is a language teaching activity in a middle class. Fruit is something that children are familiar with and easy to perceive from life. Children often see and eat it in their daily lives. It can be said that the content of the textbook is close to life and beneficial to teaching. In this activity, according to the children's existing experience and on the basis of understanding the story content, the teacher asked the children to focus on learning "I use ┅ cover ┅" to expand their imagination and divergent thinking.
moving target
1, children can answer questions according to the teacher's requirements.
2. Children can organize simple language and learn the dialogue of "I use ┅ ┅ cover ┅".
3. Develop the ability of coherent expression through audio-visual, audio-visual and oral interaction.
4. Let children try to tell stories and develop their language skills.
5. Encourage children to express their opinions boldly.
Teaching emphases and difficulties
The difficulty in teaching is: the cultivation of children's organizational language ability.
The focus of teaching is: learning "I use ┅ cover ┅" to let children expand their imagination and divergent thinking.
Activities to be prepared
1, teaching wall chart of fruit house
2. Fruit toys (different kinds)
Activity flow:
1, look at the teaching wall chart, let the children observe the fruit house, and directly lead to the topic.
Teacher: Look, children, what is this?
A child: This is fruit. B Child: This is the house.
Teacher: Is it beautiful? What do you think is beauty?
A child: The apples here are very beautiful. B Child: The grapes are beautiful. C Child: Watermelon is very beautiful. D children: bananas.
2. Read the textbook and understand the story.
(1) Teacher: Do you know who built this beautiful fruit house?
Teacher: Who can tell me who built this fruit house?
Children answer
Teacher: Why did they build fruit houses?
(2) Focus on learning the sentence "I use ┅ cover ┅"
Teacher: How did Mama Bear build the house? A child: build a roof with apples.
Teacher: What kind of apples?
A child: a red apple. (The teacher immediately added "Building a roof")
Teacher: What's covered on the wall?
B Toddler: The walls are covered with purple grapes.
┅┅┅
3. Collective communication.
(1), Teacher: Children, the houses built above are really beautiful. Let me ask the children to talk: use it to build it.
(2), children answer.
4, children play with fruit toys: use-cover-(different fruit huts).
Teacher: The house built by Mother Bear is really beautiful. Do the children want to build it, too?
The children all replied: Yes.
Teacher: Look, there are many houses in the back. Now they are not beautiful enough. Will children make them more beautiful?
The children all replied: good. (instructed back and forth by the teacher)
Teaching reflection
1, language ability is a comprehensive ability, and its development is inextricably linked with children's emotions, thinking, social participation level, communication ability, knowledge and experience, so we should pay attention to differences and respect children's personality. I should always grasp my identity as an enlightener, guide, participant and appreciator, so that children can express their thoughts and feelings boldly and clearly.
2. Reflection on the activity process
(1) In the activity, children can answer my questions completely and say complete sentences.
(2) In the activity, I should learn to wait for the children, let them finish the whole sentence, and don't help them say the other half when they say half, which is not conducive to their development. What I'm doing here is a little lacking.
(3) Language activities should give children more opportunities to speak. In this activity, children have been operating for too long, and there are not many opportunities for children to really speak. Language ability includes spoken language and thinking. In the past, more attention was paid to the cultivation of oral ability, which led to the misunderstanding of pure oral imitation. In fact, the thinking process is the cornerstone to support children's oral English. We should spread children's thinking more in activities, just like grapes. I said purple, and now there are green and yellow grapes, so I stopped children's thinking.
3. Evaluation of teaching effect: Children can answer my questions completely and say complete sentences, but I need to be more patient when waiting for my children's dialogue.