Children are naturally interested in dynamic objects and can easily enter their sight. Fast and slow, the speed phenomenon expressed exists in the dynamic process. Starting with the phenomenon of speed that is easy to attract children's attention is conducive to improving children's interest and strengthening their enthusiasm for autonomous learning. Fast and slow in the environment are everywhere. The speed of the car is fast and slow. Animals walk fast and slow. People walk fast and slow. Even the speed of eating, washing hands and getting dressed is fast and slow. Let children print out their curiosity about the differences of things in the process of paying attention to the speed of things around them, think about why there is speed, how to change "slow" into "fast" … gradually understand when to do things quickly and when to do things slowly in daily life, so as to develop good behavior habits.
During the discussion, the children found many round objects in their lives, and during the activities, they also talked enthusiastically about their newly discovered round baby. Since children are so interested in this phenomenon, why don't I take this opportunity to establish an exploratory theme activity? Let them discover many secrets of circular objects in independent search and exploration.
Default target:
1, around the theme of "round world", let children explore and understand the wonderful world of round and get happiness from it.
2. Understand that there are many fast and slow phenomena in life, and learn to express what you see in words. Experience the fun of boldly imagining and designing interesting and fast vehicles.
3, can take the initiative to find round objects in life, and explore its * * * characteristics. Understand the function of circle and its wide application in life. Know several common geometric shapes, such as rectangle, square, triangle, semicircle, ellipse, etc.
4. In the activity, encourage children to speak boldly and actively express their opinions; Cultivate children's interest and habits in early reading. Can use simple points, lines and geometric shapes to make bold decorative paintings. Be interested in the things around you, have the desire to explore, and cultivate children's ability to learn actively.
Theme area environment:
1. The column "Fast country and slow country" is arranged on the wall to show the speed of vehicles, animals and life, and it is constantly enriched.
2, can take the initiative to find round objects in life, and explore its * * * characteristics. Understand the function of circle and its wide application in life. Know several common geometric shapes, such as rectangle, square, triangle, semicircle, ellipse, etc.
3. Place models of vehicles such as cars, motorcycles, planes and ships in the activity room, so that children can observe and understand the characteristics of these vehicles.
4. Provide all kinds of materials that can experience the speed of movement, such as toys with wheels-toy cars, tricycles, trolleys, etc. Toys that can rotate-gyros, toy windmills; Rolling materials-balls, cans, etc.
5. Collect tumbler toys and all kinds of toys with wheels and put them in the science area, so that children can play independently in daily life and explore the mystery of the circle; Establish a treasure chest to put all kinds of waste materials with different shapes and materials together for children to choose.
Subject network diagram:
Regional activities:
Science Zone: Provide smooth and rough materials for children to test, and let children put their cars on different slopes to test their speed.
Education area: provide building blocks such as circles, triangles and squares for children to explore and discover the mystery of circles.
Art District: Provide plasticine for children and let them make animals with fast friends and slow friends. The art area is decorated with children's works of art such as a sun doll, a snail's home, a beautiful umbrella cover, and circulating change for children to enjoy and communicate. Provide materials to guide children to make frisbees and decorate umbrellas. Make snails and cakes with plasticine and hats with paper.
Language area: provide pictures of objects with wheels for children to know and talk about their names and uses.
Living area: provide buttons, shoelaces, chopsticks and other materials to help children practice faster operation.
Family education:
1, consciously take children to the road to observe vehicle speed, pedestrians, etc. Feel the relativity of speed. Collect pictures of various animals with children and read books about animals together, so that they can understand the speed characteristics of animal action.
In daily life, according to the situation, remind children to pay attention to the rhythm of doing things and develop good living habits.
2. If possible, parents can take their children around the community on a small tricycle and practice various riding methods such as fast riding, slow riding and straight riding. During holidays, guide children to observe holiday scenes, feel the holiday atmosphere and take pictures of children.
3. Collect some simple and interesting tongue twisters and learn them with your children. There are round things in it.
4. Guide children to observe the shapes, colors and patterns of various umbrellas in people's hands on rainy days.
Activity arrangement:
Week 12:
1, fairy tale: rabbit looking for the sun
2. Art: I am good with the moon.
3. Song: Mother Moon likes me.
4, percussion: drum and bell tongue twisters
5. Math: Know the numbers 6 and 7.
6. Art: Sun Doll
7. English activities
8. Science: Without the sun.
9. Poetry: The Moon
10, mathematics: taking things by numbers
Week 13:
English activities
Math: Giving Gifts to Digital Pockets
Art: Snail's Home
Rhythm: playing ball
Reading: Little mice make cakes.
Art: Giant Panda Photography
Music: the wheels of a bus.
Poetry: Blowing bubbles
Science: Rolling Wheels
10, sports: fun ball
Week 14:
Science: Many friends are round.
Art: Beautiful umbrella cover
Children's songs: circle and circle
Music: Little Umbrella
Math: Who has the largest number?
Music: Circle
English activities
Society: Give you an umbrella.
Reading: Big Umbrella
10, origami: airplane
English activities:
Activity content:
1, word: apple pie, chocolate and coca-cola
Sentence: Can I help you? I want a piece of chocolate.
Activity purpose:
3. Understand the Chinese meaning of words and master the pronunciation and usage of words.
4, understand the meaning of the sentence, 5, can understand.
Activity preparation:
6. Teaching card.
7. The teacher made some simple pictures of "Apple Pie, 8, Chocolate, 9, Coca Cola", 10, and posted them under the children's chairs in advance.
1 1, KFC logo 12, and a map.
13, support band.
14, a beautiful pocket.
Activity flow:
15, say hello, 16, rhythm
T: good morning.
S: Good morning.
T: hello.
S: Hello.
The warm-up exercise before class enlivens the classroom atmosphere, stimulates children's interest in learning and creates positive conditions for the teaching of this activity.
17, import and input:
T: Look. KFC. Let's have a look.
Attendant: Hello.
T: hello.
W: Can I help you?
T: I want apple pie.
W: Here you are.
T: thank you.
T: Do you like apple pie?
T: apple pie (input)
Look at my magic bag. I have more. (including the teaching card containing the content of this lesson)
T: What did you get?
Oh, chocolate (input)
T: You can have a try.
T: Coca-Cola (input)
Pay attention to the whole input and individual input.
The interesting way of introducing new lessons has created a lively classroom atmosphere, which has attracted children's attention and aroused their interest in learning English in a short time.
Listen to the tape.
Using holistic teaching method, let children have a general understanding of what they want to learn in this activity, and let children carry out cognitive activities in meaningful situations.
19, exercise:
Game: "Popcorn"
Rules of the game: The teacher sends some pictures to the children, hears the words read by the teacher, and if they match the pictures in his hand, he jumps up with the card in his hand.
Using cards and other elicited content to review the content can attract children's attention and stimulate their learning motivation, thus inspiring children to think and improving teaching efficiency. Games can stimulate children's thirst for knowledge and curiosity, not only arouse the classroom atmosphere, make children quickly enter the mental state, but also educate children's thoughts.
20. Output:
I can do magic. Look at your chair.
What is under your chair?
T: Let me see. This is a piece of chocolate. What is under your chair?
Through the output, it not only consolidates new knowledge, but also allows children to evaluate each other, and the atmosphere is high, which reflects autonomy. Through encouragement and reward, children always maintain strong interest and confidence and dare to participate in language practice.
2 1, daily
Situation: Go to the supermarket.
Salesgirl: Can I help you?
Customer: I want it.
After the teacher finished the performance, the children performed. If they can't say a complete sentence, they can just say one word. Because the focus of this lesson is words, only children are required to understand the main meaning of the sentence.
Teaching reflection:
Reflection is the initial stage of teachers' professional development. The road is long and endless.
Reflection usually includes a process of identifying problems, asking what happened, how it progressed, why it happened, and so on. By asking these questions, the teacher tries to understand the teaching situation, teaching problems and students. Then, the teacher tries to think of possible alternatives or methods to solve the problem or improve the teaching effect. Through continuous reflection on teaching and learning, teachers move towards professional competence. A good teacher always strives to improve, which is the best way to put theory into practice.
The little mouse made a cake:
moving target
1, can according to the action of the characters in the picture, 2, understand the development of the story.
3, around the story content, 4, boldly imagine and tell.
5, master the basic methods of reading, 6, generate interest in reading.
Activities to be prepared
Large books and pictures
Activity process
7. The teacher guides the children to open books for them.
8. Let the children read by themselves.
Teacher: Have you ever eaten cake, little friend? Do you know how the cake is made? Arouse the interest of young children.
The teacher showed the children's book and fingered it: What book is this? Let the children say the front cover and back cover, guide them to open the children's book, and tell them the name of the book is Little Mouse Making Cake.
Children read books by themselves, and the teacher reminds them to turn pages from front to back in order, first look at the picture on the left, and then at the picture on the right.
9. Show enlarged children's books,
10 After the teacher guides the children to look at the pictures and tell stories,
1 1. Question:
(1). What did the mouse find in the grass?
(2) What are the mice doing when they can't carry the eggs home?
(3) How can the mouse eat the cake when it is ready? What did the mouse do with the eggshell after eating the cake?
(4) What did the small animal do with the eggshell after eating the cake?
12, teachers and students * * * the same as 13, reading stories, 14, telling pictures.
15, children organize discussions, 16, to help children understand the story.
Teaching reflection:
"Little Mouse Making Cake" is an ingenious and infectious fairy tale. Stories full of childlike interest and suspense deeply attracted children, and also triggered children's discussion and exploration on how to make cakes for mice. The simple truth contained in the work can be understood by children, that is, helping each other make cakes. This is a spirit of friendship and mutual assistance worth promoting.
Helping children understand the theme of the work is not the same as simple analysis. In fact, our role is to guide children to truly experience, feel and understand the works, and to be influenced by language, aesthetics, emotion and morality.
First of all, I guide my children into the work situation through appropriate methods. Only in this way can children feel that way. Only in this way can we feel and experience the characters' language, behavior, thoughts and feelings, and even integrate ourselves into the works. This can not be done through repeated appreciation and questioning, but needs the support of factors such as the creation of scenes and the use of teaching AIDS, and depends on teachers' skillful educational art and wisdom. I haven't done enough in this respect. Because conditions do not allow, the use of teaching AIDS is always a simple picture, which is particularly monotonous and cannot attract children's attention. As for the art of education, it needs to be strengthened in the future.
Secondly, I properly guide children to transfer their roles. For example, when I let my children experience mice making cakes, I guide them like this: let them imitate the actions of mice making cakes. They are also particularly motivated. This is that children's inspiration and desire for expression have been fully stimulated, their life experience has been effectively transferred, and their imagination and thinking ability have also been improved. I expect children to understand the meaning of "helping each other and caring for each other", which naturally contains.
Third, my problem design is always child-oriented. Ask questions combined with children's life experience, so that children have something to say: attach importance to children's emotional experience and let children feel it. What did the mouse find in the grass? (2) What are the mice doing when they can't carry the eggs home? So that children's emotional quality and emotional ability can be sublimated.
Introduce their cars:
It may be children's nature to let them introduce their cars to others. As soon as they have a car, they switch to play. Judging from children's language communication, most of them revolve around: how to play the car? What's the role? The default questions are only prompted by the teacher, and some will answer and some will not answer. Children are distinguished according to the type and color of their cars. Judging from the language and gestures, children know their cars very well and can introduce them to others on their own initiative. The ability to promote communication between children has been improved imperceptibly. Asked problem children don't understand, just use color to demonstrate the classification, but after the demonstration, the child's mind suddenly opened, according to the number of wheels; Some people don't open the door by pressing the door ... In the activity, children think it is more fun to classify in groups of several people, and one of them is the host and the referee, so that it is fairer to play, and they can express their opinions and learn to be tolerant.
Children should listen attentively by answering questions. Every time they hear a question, they immediately find the corresponding card to answer. It seems that they have a certain life experience with cars, so they like and are interested.
Teaching reflection:
In this activity, children can change cars and play with each other, and they will find their usual good partners to share. It also allows some remote-controlled cars and rail cars to increase their knowledge, broaden their horizons and cultivate children's awareness of playing with toys.
When classifying cars, some children put forward color classification; We can divide cars into several groups according to their uses. It seems that children gradually learn to ask questions and solve problems.
The success of this activity depends on what children are familiar with and like. They are very active in activities and will help children who can't, from which they can learn to help each other and experience the joy of success. It also makes me feel that the content that children like will be handy and routine in class. Therefore, the content of the class is close to children's life, and it is easier to improve the ability of children and teachers.
Song: circle
Activity objectives:
1, sing the tune correctly, 2, sing the fun related to the big circle.
3. Migration and creation; 4. Replace the original lyrical "big ball" with other round objects.
5. Experience the success and fun of creative activities.
Activity preparation:
Pay attention to guiding children to observe round objects around or in life.
Activity flow:
6. In music, 7. "Circle" music enters the classroom.
8. Complex 9. Learning songs
10, learn to sing new songs
(1), the teacher draws a circle on the blackboard and asks the children to imagine what a circle is.
(2) Teachers demonstrate singing.
(3) Children say lyrics
(4) Learn to sing completely from the teacher.
(5) While singing happily and confidently, stand up your fingers and form a circle.
1 1, write lyrics.
(1), children imagine and discuss what a big circle looks like except a ball.
(2) Sing the new words created by children into songs and practice them collectively, and congratulate and encourage the companions who think of new words.
12, Fu 13, learning dance, 14, Apple Harvest
(1), expressive dance, jumping out of the joy of harvest.
(2) Summary: Today's activities include circles.
Extension after class
It can also be combined with other geometric figures to make children associate and create stories. A triangle is like an umbrella.
Teaching reflection:
In the process of activities, children always can't grasp the rest well, and often turn into singing long notes, so I asked them to create actions for the rest to feel the pause of the rest, and the children created actions such as clapping their hands, stamping their feet and nodding their heads. Unlike other children, Zhao insisted on making a cross at the rest place. At first, I ignored him, thinking that putting a cross in the rest would give the child incorrect knowledge of music theory. But Zhao disagreed and insisted on putting a cross in the rest. I asked him, "Tell me why you crossed." He said, "The cross means that your mouth is sealed and you can't sing.
I see. "0" means your mouth, and a cross inside means your mouth is sealed and you can't sing. It's so simple, but it's so vivid. So I accepted his advice.
Educator Dido said: "We should consider the differences of children's nature and promote their unique development. We can't and shouldn't turn everyone into the same person and teach them the same things. " Yes, every child has a distinct personality. Only by respecting children's unique ideas can they give full play to their potential and expertise.
English examples reflect problems.
Imported adjustments. I think the introduction of pre-class design may not be able to effectively introduce new lessons, and teachers should learn to make appropriate adjustments. When preparing lessons, teachers can prepare several lead-in methods. Once you find it difficult to realize your own import, you can use another way instead.
Case: Numbers
Look, class. I have a ball here. We will have a race between boys and girls. You will choose volunteers, and they will bat the ball. We will see who is the winner. Okay？
All right.
Two students are patting the ball, and the teacher and other students are counting.
In daily life, we have a lot to do with numbers. So today we are going to make friends with numbers.
Reflection: In this activity, I taught English numbers. Usually the difference in numbers is caused by cards, so I adjusted this import. It is very novel to introduce new lessons by means of competition between boys and girls, which attracts children in a very short time and gives people a feeling that "the fun has been born at the beginning of class".
Adjustment of classroom activities. Classroom activities are very important steps and links in teaching. Usually, the teacher will imagine the organized classroom activities before class. Plan the time needed, but many times it can't be carried out completely according to the plan. In this case, teachers have to take measures to adjust the steps and simplify or omit some unimportant links.
Case: Letters
We have learned all the letters. Now, let's play a game. Are you ready?
Yes.
T:ABC
Chinese professional basketball league
Soup: ABCDE
Student: EDCBA
T: Now let's play another game. Everybody, stand up. Let's number the letters.
Student: ABCD
Reflection: After children learn letters, many teachers often design teaching activities such as reading, recognition, writing and practice. However, the timely use of other ways to rehearse exercises, such as circular, inverted and gradual ways, can make children never tire of watching them. Or use letters to count, letters to passwords, such as a to b, CD to EF, so that children will definitely like it.