C language teaching plan 1
Activity objectives:
1, understand the story, know how to do good for everyone, and you will be happy.
2. Be able to answe
C language teaching plan 1
Activity objectives:
1, understand the story, know how to do good for everyone, and you will be happy.
2. Be able to answer questions completely with the language in the story.
3. Willing to communicate with others.
4. Guide children to learn in stories and games and realize life.
5. Use your imagination freely and speak boldly in front of the group.
Activity preparation:
A preliminary understanding of plant growth.
Environmental materials: Draw two pictures according to the story. Audio and tape recordings, each with a small flower seed chest ornament and a flower seed baby face.
Activity flow:
1, Xiuhuazi doll, language import: Who is this? Do you think it is happy?
The recording tells the first half of the story.
Question: What should floret seeds do?
Discussion: What is happiness (children answer according to their own understanding and experience)
Guide the children to answer coherently with the language in the story and learn the role dialogue.
Discussion: Why do the sun, birds, bees and frogs feel happy?
3. Record the second half of the story:
Question: Who can help the floret seed find a way to make it happy?
Question: Did Little Flower Seed find happiness?
4. Enjoy the story completely.
5. Let the children talk about their happy things. The teacher or several capable children put on a small flower seed brooch and asked other children: Are you happy? Why? Let the children imitate the dialogue in the story. )
Ask each child to wear a brooch and dress up as a flower seed, ask other children and teachers in kindergarten if they are happy, and encourage children to interact with others boldly.
Attached story:
There is a little black flower seed that quietly jumps out of her mother's arms. It wants to come out and find happiness.
It saw the sun and asked, "Grandpa Sun, are you happy?" The sun smiled and said, "Happy, happy, I give you sunshine and warmth, and everyone likes me." It saw the bird and asked, "Are you happy, bird?" The bird smiled and said, "Happy, happy, I sing for everyone, and everyone likes me." It saw a bee and asked, "Are you happy, bee?" The bee smiled and said, "Happy, happy, I gather honey for everyone, and everyone likes me." It saw the frog and asked, "Frog, are you happy?" The frog smiled and said, "Happy, happy, I will catch pests for everyone, and everyone likes me." Little flower seed wants to find her own happiness. It turned to Miss Feng for help. Miss Feng floats across rivers, grasslands and snow-capped mountains with small flowers. Xiaohua likes it here very much. It stays here and regards the Snow Mountain as its home. It wants to open a flower on the snowy mountain. Spring has come, and the little black flower seeds really produce beautiful red flowers, which are delicious and fragrant. The fragrance spread far and far, and white bears, seals, mountain rabbits, walruses, adults and children all came. The little flower seed is already a big red flower. Seeing that everyone is so happy, it happily thinks, "Everyone likes me, and I am really happy."
C language teaching plan 2
Teaching version:
Selected from the theme of "Life is Beautiful" in the second volume of "Children's Multi-ability Practice Course" published by Jiangxi University Press.
Teaching philosophy:
On March 8th Women's Day this semester, our kindergarten held a "cool" bottle making competition for children. In this activity, children and parents made their own works with bottles for the first time.
Many children showed great interest in the works on display. In order to encourage and motivate children to reuse waste and take better care of our surrounding environment, I carried out this teaching activity.
Teaching methods:
Question method, observation and performance.
Teaching methods:
Making vivid slide pictures to assist teaching.
Teaching objectives:
1, understand the story in the process of observation and discussion.
2. Feel the importance of environmental protection through stories.
3. Explore children's creativity in turning waste into treasure.
Teaching focus:
Enhance children's awareness of environmental protection and reuse waste.
Teaching preparation:
All kinds of waste materials, clothes made of plastic bags, music of fashion shows, story pictures (slides), story recordings.
Teaching process:
First, stimulate interest and lead to topics.
Teacher: Hey, where is it so busy? It turned out that Grandpa Goat's "wonderful shop" had already opened. Let's go and have a look! (The teacher takes the children into the activity room)
Teacher: This is Grandpa Goat's "wonderful shop", with two big characters: "Wonderful shop is wonderful, it can turn waste into treasure". Come and listen to the story of Grandpa Goat's "Turning Waste into Treasure"!
Second, understand the story through observation and discussion.
(1) The teacher told the story of "turning waste into treasure" completely. Ask questions:
1. What's the name of this story?
2. What kind of shop does Grandpa Goat run?
3. Why do you think Grandpa Goat's shop was named "Wonderful Shop"? The teacher encouraged the children to speak boldly.
(2) Listen to the story recording and look at the story pictures.
(3) Tell the story in sections and look at the story pictures.
1, the first picture, ask:
What did Grandpa Goat write in front of the store?
2, the second picture, q:
Who went to the wonderful shop?
What did the white rabbit take?
What does grandpa goat want to make a drink bottle from? Let children learn the dialogue between rabbit and grandpa goat and develop their language skills.
What can you do with a drink bottle?
3, the third picture, ask questions:
What did the deer take to the "fantastic store"?
What does Grandpa Goat want to use to make plastic bags? (Talking about the dialogue between the deer and grandpa goat)
What can you do with plastic bags?
4, the fourth picture, ask questions:
What's pony thinking?
How's Grandpa Goat? Why? (Encourage children to express themselves freely and give reasons)
Teacher's summary:
Grandpa goat is doing good for everyone! Not only make the forest environment more sanitary, but also reuse the waste and save resources. We should learn from Grandpa Goat!
Pay attention to hygiene, do not litter, protect the environmental sanitation around you, and have the innovative consciousness of turning waste into treasure!
Third, encourage children to reuse waste.
1, look at the plastic bag clothing display.
Teacher: In order to celebrate the opening of the "Magic Store", Grandpa Goat will hold a special costume show. Let's have a look! Several children are wearing clothes made of various plastic bags and performing with music. )
Teacher: Are these clothes beautiful? Do you know what materials these clothes are made of? (The child answers slightly)
Teacher: I didn't expect plastic bags full of clothes and shoes to make such beautiful clothes. Grandpa goat is really something!
Please reuse the waste.
Teacher: The children saw the beautiful baby made by Grandpa Goat with so much waste. The teacher collected some waste here. What can you do with it? Encourage bold children to express their ideas and creativity.
3. End the activity and take the children out of the activity room.
Teacher: The children have good ideas and creativity. Let's start to realize them now! When it is finished, we will send it to Grandpa Goat's "Wonderful Store".
C language teaching plan 3
Activity objectives:
1, understand the characteristics of lotus, so as to understand the meaning of nursery rhymes.
2. Inspire children to imagine and act according to the content of children's songs.
Activity preparation:
1, bring children to know the lotus and understand the growth process of the lotus.
2. Pictures corresponding to children's songs.
Activity flow:
First of all, appreciate the lotus and let the children talk about its main characteristics and growth process.
1, Teacher: Where does the lotus grow? What are the leaves of lotus? What else will be in the lotus pond?
2, children according to their own knowledge and experience.
Second, learn the children's song "Lotus Blossom" with pictures.
1. Show the picture: What's on the picture? (small fish, shrimp, light rain and wind lotus)
2. The teacher compiled the contents of this picture into a beautiful children's song. Let's listen together!
The teacher demonstrated and recited the children's song "Lotus Blossom"
4. Teachers refer to pictures, and children gradually read out the contents of nursery rhymes according to the contents of pictures to help children understand the meaning of nursery rhymes.
Teacher: What is the big red umbrella mentioned in children's songs? (Lotus)
Third, inspire children to create actions according to the content of children's songs.
1, Teacher: What can you do when the warm wind blows?
What can Xiaoyu do?
What action can small fish and shrimp represent?
……
2. Let individual children demonstrate the movements he created first, and then choose the appropriate group to practice.
3. Lead children to perform actions while reading children's songs.
Activity reflection:
? The "Lotus in Full Bloom" activity was held in the middle class with the theme of June. Summer is colorful for children. Through contact with nature, children can enjoy some special feelings in summer. Through video clips, children can enjoy the lotus pond and learn about lotus activities. In order to let children feel the beauty of lotus, I created the scene of lotus pond, hoping to inspire children's love for lotus. But in this link, I didn't make full use of the beautiful environment, which led to the child's single movements in the later stage. Afterwards, I thought: What did the teacher create such a beautiful environment for? Is it just to decorate the lotus pond for the activity of going to the lotus, and the environment is just a decoration? After careful consideration, I feel that the environment is not only a decoration, but also should fully serve the activities. If I can make full use of the environment in the activity, let the children observe the lotus and get close to the different postures of the lotus, such as nodding to the left and imagining what two lotus flowers are doing together. ), rather than just a cursory look, then children will have more feelings and more discoveries. In this way, children can be diverse when showing the posture of lotus flowers, and they will be more emotional and regard themselves as a real lotus flower. In the process of flowering, while enjoying it, try to perform the opening action of lotus flowers and the lively scene in the lotus pond with your own body.
C language teaching plan 4
Activity objectives:
1, in the process of listening, guessing and speaking, understand the development of the story and the image characteristics of the role.
2. Be able to express the understanding of the story clearly and completely.
3. Initially understand that companions should get along well.
4. Let children try to tell stories and develop their language skills.
I like and try to create the ending of the story, and I am willing to study with my companions.
Activity preparation:
Story ppt, story recording.
Activity flow:
(A) setting questions, causing cognitive conflicts:
You all know little mouse and big tiger, right? What kind of animals are they in your mind? What will happen to them together?
Show me the picture: there is a little mouse and a big tiger here. What is the relationship between them? Where did you see it? What will happen when these two good friends are together? Let's listen to the little mouse!
(2) Listening, guessing and telling stories.
1, the teacher told P2-P9.
Q: Did you hear what happened between them? (The child answers)
Conclusion: Although these are only minor problems, contradictions will arise after a long time. What will happen next? Let's keep listening!
2. The teacher speaks the second paragraph.
According to p10-p11,the teacher told me:
"One day ... suddenly, what happened?"
Show P 12-P 13 to guide children to speak freely.
What happens when a little mouse sees his castle kicked away by a big tiger?
3. The teacher continued to speak P 14-P 15.
A pair of good friends broke up like this. How do mice feel when they are separated from their good friends? (Give reasons)
4. The teacher continued to speak P 16-P2 1.
Will they still be good friends?
What quarrels have you had with your good friends? Did you finally forgive each other? Are you still good friends?
Summary: It turns out that forgiving friends and being forgiven by friends are both happy things.
5. Listen to the third paragraph of the story told by the tiger.
What did the big tiger do to make up with the little mouse? (Show ppt step by step according to the children's answers)
Will the little mouse forgive the big tiger at last? Why? (Ask first and then type ppt)
The little mouse finally forgave the big tiger They are good friends again. We commend their reconciliation. (Children applaud)
(3) Listen to the story recording while reading the picture book completely.
Activity expansion:
What's the problem between them? Who is this tall and strong guy? What will happen between the three of them? Please go back and edit this story with your parents.
Activity reflection:
Although everyone has a different interpretation of each picture book. However, when we take our children into the picture book, we must be clear about where to take them. In what way, let children understand or experience what kind of emotions? This requires the coach to have a deeper understanding of the text. It is also my harvest in this activity.
From the outside, the little mouse and the big tiger seem unlikely to be good friends, but in the story of the little mouse and the big tiger, they are good friends, but there are also some minor problems between these seemingly disproportionate good friends. These problems may also exist in our children's daily life, such as knocking down other people's building blocks and doing something good to move them to forgive them after breaking up with their good friends. These plots seem to be very close to children's daily life. The first part, let children talk about what animals a little mouse and a big tiger are according to their own experiences, and let children guess what will happen when they are together, which will not only arouse children's interest, but also pave the way for later activities. The second link is to tell stories in sections, mainly to let children feel how the little mouse and the big tiger gradually developed problems from a pair of good friends, and what the little mouse and the big tiger did to win the forgiveness of the little mouse.
After I told what the big tiger did for the little mouse, the children recalled what happened according to what they heard. Coupled with the previous story, in this link, children can basically tell what the big tiger did, so in this link, children's listening is still relatively good. In this activity, there are still many shortcomings. If the import process takes too long, direct import can be used to let children observe the two small animals in the picture. While letting children know the development of the story, they can feel the mood of the characters in the story. Children can be dressed as mice or tigers and learn what they say, their tone of voice and so on. In the whole activity, the children were highly involved and focused, and achieved good results.
After this activity, I deeply feel that as a teacher, I must put myself in the children's perspective, imagine coping strategies from different angles for their experience background, emotional experience, way of thinking and hobbies, and provide all-round support for effective coping in the activity. At the same time, be good at appreciating and encouraging children. Because the teacher's approval can awaken children's potential self-confidence, thus fully mobilizing their enthusiasm for learning.
C language teaching plan 5
Activity objectives:
Appreciate the bizarre fairy tale plot, expand the imagination space, and have the desire to explore the types of eggs.
Activity preparation:
A cassette of fairy tales, a set of desktop teaching AIDS such as hens, eggs and kings, and some real eggs.
Activity flow:
1, enjoy fairy tales and understand stories.
(1) The teacher shows the real eggs first to stimulate the children's interest in activities.
(2) The teacher tells stories with expressions, so that children can enjoy fairy tales and think:
What's the name of this story?
Who is in the story?
What happened in the story?
2. Listen to the story with a desktop teaching aid to deepen your understanding of the story. Think about it: What's the difference between the eggs laid by three hens?
3. Appreciate the fairy tale recording again and let the children express their understanding with words and actions.
4. Let children imagine the adventure of "egg" and edit fairy tales collectively.
5. Discuss freely in groups and imagine the adventure of "egg".
6. Collective sequel to fairy tales.
7. Organize children to discuss: How many kinds of animals can lay eggs? ; . Teaching. The case comes from: big. Testing. Baby. Teacher network; Chicken, duck, goose, bird, snake, etc. ) What's the difference between their eggs? (Guide children to compare colors, shapes, sizes, etc.)
Activity expansion:
Continue to make up fairy tales according to the eggs laid by different animals and tell them to guests, teachers or parents.
Activity reflection:
The picture book "The Most Wonderful Egg" gives you a perspective to discover your own advantages, so that every child knows that everyone has his own advantages, and everyone is the prince and princess of his parents.
An excellent picture book class should be a process of children's active participation and creation, thus sublimating the theme. Children are not interested in being a bystander all the time, so that children can be unconsciously introduced into the story atmosphere and experience the wonder of the story.
C language teaching plan 6
Design intent:
Autumn is a colorful season, and it is also a harvest season, with very distinctive seasonal characteristics and resources for research. It is pointed out in the outline that it is necessary to guide children to get in touch with beautiful people, things and things in the surrounding environment and life, enrich their perceptual experience and aesthetic taste, and stimulate their interest in perceiving, expressing and creating beauty. In order to let children feel the beauty and harvest of autumn in colorful seasons and inspire children to pay attention to and love nature, I designed the language activity "Green Leaves". Let children think, talk and do things step by step to feel the beauty of autumn.
Activity objectives:
1. sprout the emotion of loving autumn.
2. Be able to understand the content of poetry and feel the beautiful artistic conception of poetry.
3. Learn to recite poems with emotion and try to imitate them.
Key points and difficulties analysis key points: understand the content of poetry and recite poetry with emotion.
Difficulties: Feel the beautiful artistic conception of poetry and try to imitate it.
Activity preparation:
1. Before the activity, organize children to pick leaves.
2. A few leaves; Four small baskets; "Little Leaves" music; "Green Leaves" teaching slides; Camera; Three examples of leaf arrangement.
Activity flow:
(1) Import:
(1) Music Little Leaves Children enter the activity room.
(2) Observe the leaves and imagine freely.
Please observe the leaves carefully and think about it: what color and shape are the leaves? Like what? (Lead to the theme of the poem)
(2) expand:
1. Show the wall chart and draw this poem. (Teaching children's poetry step by step)
(1) Show me the picture 1. What's on it? Green leaves are like small fruits. What?
The teacher summed it up with that sentence in the poem: "Green leaves are small umbrellas, and there are green fruits hidden under them." Children's theory: "Green leaves are umbrellas, and green fruits are hidden below."
(2) Show the picture 2 and let the children observe what green leaves are regarded as.
Observe and think: What's in the picture? Green leaves are like ants. What? What is a little ant doing on the boat?
The children and the teacher said together, "The green leaves are boats, and the ants are playing in the boats."
(3) Show picture 3 and ask, "What are the children doing? The lesson plan comes from: big; Take the exam; Teacher network. What does he do with leaves? "
Guide children to sum up sentences in poems and try to form a sentence in the form of the first two poems: "Green leaves, make a small fan and gently fan it for me."
(4) Show the picture 4 and guide the children to observe: Where are the green leaves? What season is coming?
Inspire children to say the last sentence of the poem: "Green leaves are boats, and boats float down in autumn."
2. Poetry recitation
(1) The teacher recited the poem in combination with the wall chart, and the children fully enjoyed it.
(2) Children learn to recite poems twice. (Remind the children to recite the poem in a relaxed and beautiful tone and intonation) (Read it in groups for the first time and invite some children to read it on stage for the second time) Q: "Do you like this poem? Why? What do you think of green leaves? "
Children try to imitate poetry.
(1) Let the children put the leaves together to form beautiful patterns. The teacher will take photos with the camera, and let the children appreciate and talk about what the green leaves can be used for through multimedia, and write beautiful poems with the children.
(2) Teachers show examples of leaves (peacocks, goldfish, butterflies) and write poems with children.
(3) Think about it and say, "What do you think green leaves can be used for? And can you tell us in the form of poetry? " Let children imitate poetry.
(3) End taking children outdoors to enjoy the beautiful autumn, and play the game of pulling leaves with children.
Green leaves, green leaves, when the umbrella, green fruit hidden below.
Green leaves, when the boat, ants sit on the boat to play.
As a small fan, the green leaves gently turn the fan for me.
Green leaves are boats, and it is autumn when boats float down.
Activity reflection:
This activity is to learn new poems and imitate them. The children in our class have not been exposed to the activity of imitating poetry before this activity, but the children in our class have strong language skills, so I still have some confidence in imitating poetry for children.
When I was studying poetry, I learned it step by step. When copying poems, I said the first half of the sentence "green leaves, be xx" at first, and the children wrote the second half. Slowly, children understand the law of copying poetry and can copy it completely, but some children's imitation is not very rhyming and needs to be gradually infiltrated.
C language teaching plan 7
Teaching plan objectives:
1. Knowing that wheels are round and can roll can bring convenience to people's lives.
2. Experience the fun of cooperating with peers and not playing with toys.
3. Understand the application of wheels in social life.
Difficult analysis:
Key point: understand that the wheel is round and can roll.
Difficulties: How to guide children to discover and feel the convenience that wheels bring to our lives.
Course plan preparation:
1, round, square and triangular building blocks.
2. Toy cars collected by children before class.
3. Courseware for all kinds of objects with wheels
Safety education: teach children not to compete for items when operating.
Teaching plan process:
I. Import: Import stimulates interest 1. Guide the children to touch in the "treasure chest" with round, triangular and square building blocks prepared by the teacher before class, feel the shape of the object, and then choose their favorite building blocks to play and roll on the ground.
2. The teacher put forward a small task: See which one will roll and which one won't. Who discovered their little secret first?
3. Teacher's question: Think about which building block rolls fast and takes a long time. Why?
4. Children discuss, and teachers summarize appropriately. Children find that a round building block can roll, roll quickly and roll for a long time, because it has no corners and is round. From this, we can understand the characteristics of circular rolling, which paves the way for later understanding the wheel and its function.
Second, expand:
1, explore, discover and know the wheel
Teacher: Guide children to observe the toy car they brought, and inspire children: Let children find out which things in the car are round? Children can observe and discuss freely, and realize that the wheel is round through observation.
Children can play with their own car toys freely.
The teacher asked: How do you play with toys? How does the toy car move forward? After the children answered, the teacher concluded that the wheel is round and can roll in all directions. And asked the children to demonstrate the rolling of the wheel.
2. Expand thinking and stimulate association
On the basis of the children's experience, the teacher talked with the children: What else have you seen with wheels? Why do you need wheels?
(2) Guide children to divergent thinking, think about what else has wheels besides cars, and talk about the role of wheels in combination with their own life experience, and feel the convenience that wheels bring to our lives.
The teacher concluded that wheels can help us "walk" faster, save labor and bring a lot of convenience to our lives.
3, the wheel self-report, broaden your horizons
The teacher concluded: These wheels are really amazing. They helped us do a lot of things. Let's see what other great wheels there are.
(2) Play the courseware and introduce yourself as a wheel: I am a magical wheel. You see, there are wheels on skates, wheels on bicycles, wheels on motorcycles, wheels on cars and wheels on trains. They all run fast because of me! Take everyone where they want to go.
4. Create situational experience
① Create a scene: let children feel the difference between moving scooter and pulling scooter in groups. Ask the children to tell the answer: it is more labor-saving and faster to pull with wheels!
The teacher concluded: With wheels, everything we do will be more time-saving, labor-saving and more convenient!
Third, the end: the teacher led the children to a big circle and drove the car outside the activity room.