As a selfless people's teacher, you often need to prepare teaching plans. With the help of teaching plans, the teaching quality can be improved and the expected teaching effect can be obtained. How to write a lesson plan? The following is the tongue twister lesson plan "Dogs and Monkeys" I collected for you. Welcome to read the collection.
Tongue twister lesson plan "Dogs and Monkeys" 1 Activity goal:
1. Dogs (gǒu) and monkeys (hóu) with accurate pronunciation can recite tongue twisters clearly, accurately and fluently.
2. Understand the sentence characteristics of tongue twisters and perceive the rhythm and rhythm of tongue twisters.
3. Perceive the fun of tongue twisters and cooperate with peers to experience the fun of reading tongue twisters.
Highlights and difficulties of the activity:
Key points: You can read tongue twisters correctly, with accurate intonation and fluent language.
Difficulties: I can read tongue twisters quickly and pronounce words accurately.
Supporting courseware: large class language tongue twister courseware "Dogs and Monkeys"
Activity preparation:
Dog and monkey headdress.
Activity flow:
Second, understand tongue twisters and arrange sentences.
1, Teacher: The nursery rhyme we just heard is called tongue twister. Let's listen carefully again. What's wrong with dogs and monkeys!
The teacher recited it again. (Slow) Q: What did you hear? Excuse me, can I use the words in children's songs? (The child answers, and the teacher understands tongue twisters with pictures. )
3. The teacher recited. Fully present the map.
Third, try to recite tongue twisters.
1. Look at the atlas and recite tongue twisters loudly.
Teacher: Let's look at the atlas and read tongue twisters.
2. Guide the pronunciation and read it again. (teacher whispers)
Teacher: It's great that the children can recite it completely just now. Please read this sentence ... be sure to pronounce it correctly, and I will whisper to you loudly. Read it again.
Clap your hands and read it slowly.
Teacher: Please take out your's little hand and clap your hands to read tongue twisters. 1234 ready to start (the teacher starts the rhythm) ...
4. Clap your hands and read quickly (you can correct it again if the pronunciation is not correct)
Teacher: Good performance. Can you do it faster? Let's have a challenge. Little hand, 1234 ready to start ...
5. Clap your hands and recite it quickly.
Teacher: Can we hurry? 1234 ready to start ...
Finger gamer: Let's switch to finger games and move our fingers together. Watch me do it first.
Five, solitaire game
1, please play solitaire with me: I read the first half of the sentence "the bridge is coming" and you read the second half "a dog". Let's give it a try and get ready to start.
2, increase the difficulty: I read a sentence: a dog came from Qiaodong; You read a sentence: a monkey comes from the west of the bridge. Hands, ready to start.
Verb (short for verb) performance
1, cooperative practice
Teacher: Let the two children play finger games together and practice nursery rhymes. You can play finger games and solitaire games when practicing.
2. Group performance
Teacher: Please perform, and the other groups will listen carefully. How are they doing?
Step 3 evaluate
Teacher: (Choose individual children) Say, how are they reading aloud? (A group may be more demanding than a group)
Activity expansion:
Let the children recite this tongue twister to their parents when they get home.
Big class tongue twister lesson plan "Dogs and Monkeys" 2 Activity objective:
1. Dogs (dogs) and monkeys (monkeys) who can pronounce correctly can recite tongue twisters clearly, accurately and fluently.
2. Understand the sentence characteristics of tongue twisters and perceive the rhythm and rhythm of tongue twisters.
3. Perceive the fun of tongue twisters and cooperate with peers to experience the fun of reading tongue twisters.
4. Understand tongue twisters and enrich related vocabulary.
5. Cultivate interest in literary works.
Key points:
Can read tongue twisters correctly, with accurate intonation and fluent language. Difficulties: I can read tongue twisters quickly and pronounce them accurately. Activity preparation:
Picture background, dog and monkey headdress activity process:
Introduce the story first and understand the content: an interesting thing happened on the bridge in the dog monkey river. On this day, a dog came to Qiaodong and a monkey came to Qiaoxi. As they walked, they reached the middle of the bridge. Ouch! The dog and the monkey head met and collided. This frightened them and they hurried back. The dog ran a few steps back, and the monkey ran a few steps back. I wonder whether dogs are afraid of monkeys or monkeys are afraid of dogs.
Teacher: The teacher changed the story into a nursery rhyme. Let's listen (the teacher recites tongue twisters quickly). Teacher: What's the difference from the children's songs you usually hear? (Faster) Second, understand tongue twisters and organize sentences. Teacher: The children's song we just heard is called tongue twister. Let's listen carefully again. What's wrong with dogs and monkeys!
The teacher recited it again. (Slow) Q: What did you hear? Excuse me, can I use the words in children's songs? (The child answers, and the teacher understands tongue twisters with pictures. )
The teacher recited. Fully present the map.
Third, try to recite tongue twisters.
Look at the map and recite tongue twisters (loudly) Teacher: We read tongue twisters while looking at the map.
Guide the pronunciation and read it again. (Teacher whispers) Teacher: It's great that the children can recite it completely just now. Please read this sentence, .............................................................................................................................................................................. Read it again.
Clap your hands and read slowly. Teacher: Please take out your's little hand and clap your hands to read tongue twisters. 1234 ready to start (the teacher starts the rhythm) 4. Clap your hands and read quickly (if the pronunciation is incorrect, you can correct it again) Teacher: Good performance. Can you do it faster? Let's have a challenge. Little hand, 1234 ready to start ... 5. Clap your hands quickly again. Rector: Can we hurry? 1234 ready to start fourth, finger game players: switch to finger games and move your fingers together. Watch me do it first.
Five, solitaire game
1. Please play solitaire with me: I read the first half of the sentence "The bridge is coming" and you read the second half of the sentence "A dog". Let's give it a try and get ready to start.
2. Make it harder: I read a sentence: A dog came from the east of the bridge; You read a sentence: a monkey comes from the west of the bridge. Hands, ready to start.
Verb (short for verb) performance
1. Cooperative trainer: Let two children play finger games and practice nursery rhymes together. You can play finger games and solitaire games when practicing.
2. Group performance: Please perform, and other groups will listen carefully. How do they read?
3. Appraiser: (Select individual children) Tell me how they read aloud. (One group may be more demanding than the other) Activity expansion:
Let the children recite this tongue twister to their parents when they get home.
Activity reflection:
The main reasons for the good results of this activity are as follows: firstly, in the selection of content, I analyzed and revised the original work, and combined with the cognitive characteristics of middle school children, I revised some difficult words to make them catchy. In this tongue twister, there are animals "dogs" and "monkeys" that children are familiar with and like. Using anthropomorphic methods, this paper vividly and interestingly describes how the two animals met on the wooden bridge. Especially the fifth and sixth sentences, "the monkey runs a few steps to see the dog, and the dog runs a few steps to see the monkey." Write the cute expressions of two animals humorously and vividly, and finally naturally say, "I don't know whether the monkey makes the dog or the dog makes the monkey." Secondly, in teaching design, I give full play to the role of multimedia, attract children's attention with dynamic images, inspire children's imagination and help children understand the content expressed by tongue twisters. The use of finger puppets further stimulated children's interest in participating in expression. This teaching activity has broadened my horizons in developing folk literature activities. Tongue twister is a unique language art form in folk literature activities. With its unique charm and advantages, it can express feelings freely and flexibly, which not only trains children to pronounce clearly and accurately, but also permeates moral education.
Big class tongue twister lesson plan "Dogs and Monkeys" 3 Activity objectives:
1. Dogs (dogs) and monkeys (monkeys) who can pronounce correctly can recite tongue twisters clearly, accurately and fluently.
2. Understand the sentence characteristics of tongue twisters and perceive the rhythm and rhythm of tongue twisters.
3. Perceive the fun of tongue twisters and cooperate with peers to experience the fun of reading tongue twisters.
Key points: You can read tongue twisters correctly, with accurate intonation and fluent language.
Difficulties: I can read tongue twisters quickly and pronounce words accurately.
Activity preparation:
Picture background, dog and monkey headdress
Activity flow:
Introduce the story first and understand the content: an interesting thing happened on the bridge in the dog monkey river. On this day, a dog came to Qiaodong and a monkey came to Qiaoxi. As they walked, they reached the middle of the bridge. Ouch! The dog and the monkey head met and collided. This frightened them and they hurried back. The dog ran a few steps back, and the monkey ran a few steps back. I wonder whether dogs are afraid of monkeys or monkeys are afraid of dogs.
Teacher: The teacher changed the story into a nursery rhyme. Let's listen (the teacher recites tongue twisters quickly). Teacher: What's the difference from the children's songs you usually hear? (Faster) Second, understand tongue twisters and organize sentences. Teacher: The children's song we just heard is called tongue twister. Let's listen carefully again. What's wrong with dogs and monkeys!
The teacher recited it again. (Slow) Q: What did you hear? Excuse me, can you use the words in children's songs? (The child answers, and the teacher understands tongue twisters with pictures) 3. The teacher recited. Fully present the map.
Third, try to recite the tongue twister 1. Look at the map and recite tongue twisters (teacher loudly) Teacher: We read tongue twisters while looking at the map.
2. Guide the pronunciation and read it again. (Teacher whispers) Teacher: It's great that the children can recite it completely just now. Please read this sentence, .............................................................................................................................................................................. Read it again. Clap your hands and read slowly. Teacher: Please take out your's little hand and clap your hands while reading tongue twisters. 1234 ready to start (the teacher starts the rhythm) 4. Clap your hands and read quickly (if the pronunciation is incorrect, you can correct it again) Teacher: Good performance. Can you do it faster? Let's have a challenge. Little hand, 1234 ready to start ... 5. Clap your hands quickly again. Rector: Can we hurry? 1234 ready to start fourth, finger game players: switch to finger games and move your fingers together. Watch me do it first.
5. Solitaire game 1. Please play solitaire with me: I read the first half of the sentence "The East Bridge is coming" and you read the second half of the sentence "A dog". Let's give it a try and get ready to start.
2. Make it harder: I read a sentence: A dog came from the east of the bridge; You read a sentence: a monkey comes from the west of the bridge. Hands, ready to start.
Verb (abbreviation of verb) performance 1. Cooperative trainer: Let two children play finger games and practice nursery rhymes together. You can play finger games and solitaire games when practicing.
2. Group performance: Please perform, and other groups will listen carefully. How do they read?
3. Appraiser: (Select individual children) Tell me how they read aloud. (A group may be more demanding than a group)
Activity expansion:
Let the children recite this tongue twister to their parents when they get home.
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