Design intent:
When carrying out the "fruit" theme activity, I asked all the children to go home and make a fruit toy. A child made a cart out of half-empty watermelon skin and took it to kindergarten. The children liked it very much and shouted around it, saying that they could also make lamps and boats out of watermelon skin ..., which inspired me. Children's imagination is so rich that it is really an excellent material for language activities. Therefore, I designed this creative storytelling activity for large classes, which can stimulate children's imagination and cultivate their creative storytelling ability by letting them see, think, draw and speak.
Activity objectives:
1. Guide children to associate various objects on watermelon skin, and show their main features by adding pictures to stimulate their imagination.
2, can take the initiative to participate in creative activities, boldly express their ideas in coherent language, develop language and enrich associations.
3. Fully experience the joy of creation in activities and cultivate children's cooperative spirit.
Activity preparation:
1, in kind: half a watermelon peel; Half a watermelon skin, one for each person.
2. Small animal card, background picture with several watermelon skins, foam board and physical projector.
Activity flow:
First of all, guide children to make a preliminary imagination of watermelon skin.
Teacher: What did the teacher bring today? (Half a watermelon skin)
What does this half watermelon skin look like? (boats, cots, bowls ...)
What does watermelon skin look like with its mouth facing down? (Umbrella, roof, desk lamp ...)
Second, imagine and add pictures to watermelon skin, and try to describe it in sentences.
Teacher: Watermelon skin can do magic. Look! What has it changed? (Swing), who will play on it? (Little monkey, little squirrel ...)
Listen, the teacher arranged this picture into two sentences: watermelon skin, swing, squirrel swinging around is really interesting!
Teacher: Kid, do you want to do watermelon skin magic, too? After magic, think about it. What small animal can use it?
Children can imagine freely, add pictures and tell stories. (Remind children to tell each other)
Please tell individual children.
Xiao A: Watermelon skin, change a hat, and the rabbit wears it on his head to keep out the shade.
Xiao B: Watermelon skin, instead of an umbrella, the kitten uses it to hold an umbrella when it rains.
Small C: Watermelon skin becomes a barrel, and dogs use it to scoop water.
D: Watermelon skins are replaced by baskets, and lambs use them to pack grass.
……
Please show your work on the foam board for everyone to enjoy.
Third, guide children to imagine watermelon skin again, work together in groups, and create interesting watermelon skin stories.
The teacher shows the background picture and demonstrates the story:
A group of small animals went to play on the grass and found a lot of watermelon skins thrown on the ground. Small animals thought: What a pity to throw away the watermelon skin! The kitten picked up a watermelon skin and said, "I'll make a seesaw!" " "It went to the Woods to find a board and put it on the watermelon skin to make a seesaw. Kittens and puppies play together. How happy they are!
Son, there are a lot of watermelon skins. What do other small animals do with watermelon skin? What will they say and do? Please make up a story! You make up a group of children first, then I make up, then he makes up. Let's make up a beautiful story of "interesting watermelon skin"!
Children write stories in groups.
Each group provides a background picture with several watermelon skins and several small animals (remind children to choose small animals before telling them)
Ask each group to talk about it.
Encourage group members to communicate with each other.
Self-evaluation:
Reflecting on the "interesting watermelon skin" activity, I have the following gains:
Harvest 1: Good at providing free imagination and creative space in activities. This activity provides every child with an opportunity to participate, let the children fully imagine and speak boldly, and let the children always be positive and happy in the activity.
Quickly and fully experience the fun of creative learning.
Harvest 2: Teachers should be good at controlling classroom order and let children form good activity habits. It is a teacher's pursuit to mobilize children's emotions and enthusiasm in class, but excessive activity and disorder will definitely affect the educational effect.
Fruit. Through this activity, I think we should gradually accumulate experience in controlling classroom order in our future work.
Harvest 3: In children's creative narration, teachers' guidance and evaluation are the premise and important factors to encourage children to express themselves again. In this activity, children are repeatedly asked to describe and add pictures through imagination, and each picture is a ring.
During the festival, I fully affirm and encourage children's creation, so that children are more motivated to devote themselves to the next creation.
Kindergarten Chinese Open Class Teaching Plan 2: Little Monkey's Taxi
moving target
1. Actively create a dialogue between the characters in the story and boldly express your thoughts in front of the group.
2. Try to use the classic sentence "Boo-press the button, the car becomes …", boldly imagine and create a new story.
3. Experience the happiness of helping others and accepting others' help.
Activities to be prepared
1. A forest background map, a folding taxi made of cardboard, a picture of a bear and a picture of an egg baby.
2. Animal badges for children's games (hedgehog, giraffe, fish, bear and egg baby, 2 each).
3. Driving background music with 10 plastic ring.
Activity process
First, guess the import
1. Teacher: The little monkey bought a new taxi, but he encountered a lot of troubles in transporting small animals, so he reformed the taxi and solved many problems. Can you guess what changes it will make to the car? Why?
2. Teacher: How did the little monkey's car change? Let's start with the little monkey's taxi. Let's have a look!
Second, create a story (paragraph 1)
(1) Create a dialogue with characters.
1. Teacher: Hey, who's in front? (Show the bear card) How will the little monkey invite the bear to get on the bus? The children imitate the driver's language of greeting customers.
2. Teacher: Can you be a little more enthusiastic? Let's learn a little monkey together. (The teacher and the children perform together)
3. Teacher: The bear says "OK, OK". (The picture shows the bear getting on the bus) Ouch! What happened to the bear? The car is too small and the bear is too fat. )
4. Teacher: Does Bear still want to take the bus? What will bear say? Your car is too small. I want a bigger car. )
Teacher: The little monkey said, "Don't worry, I'm sure you'll be satisfied." How will the little monkey transform it to satisfy the little bear?
(2) Appreciate wonderful sentence patterns.
1. Teacher: The little monkey came up with a good idea. It installed a magic button on the car. Just press the button and bang, and the car will change wonderfully. Let's have a try. One, two, three, um-(The teacher opened the folding part of the teaching aid car and enlarged it a little. )
2. Teacher: Hey, what happened to the car? So, will bear get on the bus? What does it feel like to sit in the car?
3. Teacher: Let's feel it, too. Stretch your legs and relax in your seat. ) Oh, how comfortable!
4. Teacher: Now, who will talk about the little monkey's method just now? (Guide children to say the classic sentence: yi-press the button and the car becomes ...)
Three. Create stories (para. 10). 2)
(1) Create a dialogue with characters.
1. Teacher: Isn't the little monkey awesome? Let's continue to follow the little monkey! Tick-tock, who did you meet? (Showing pictures of baby eggs) Have a look. What happened to the baby egg?
2. Teacher: What did the little monkey ask when he saw the egg baby so sad? What will the egg baby say? I will be a monkey, you will be an egg baby, and we will perform together.
3. Teacher: What will the little monkey say after listening to the baby?
4. Teacher: What is an egg baby's body like? What's wrong with riding?
5. Teacher: What will the egg baby say? How does the little monkey help the egg baby? Please discuss it with the children next to you. Be rich in language when commenting, such as: this method is safe, this idea is very good, it must be very comfortable, you are really a smart little driver, and so on. )
(2) Apply classic sentence patterns.
1. Teacher: The children have come up with so many good ideas. What did the little monkey do? The little monkey will press the magic button on the car. Let's help him press it together. One, two, three, um-take a look, will it really change? (opens the door of the teaching aid car) Wow, a round cushion jumped out. Look, how is the baby egg now?
2. Teacher: Now, who can tell me a good way for a little monkey? The children told a second story.
Fourth, fully appreciate it.
Teacher: The monkey transformed the taxi with his brain, which provided great convenience for the small animals to ride in the car. Let's listen to this interesting story again! The teacher's soundtrack tells the story made up by the teacher and the children. )
Verb (abbreviation for verb) language game
1. Teacher: What do you think of the little monkey? The teacher thinks you are smarter than the little monkey! The little monkey helped the bear and the egg baby and became more famous. Many animals come to ride in its car. Look, who's here? (Show five animal badges of the game)
2. Teacher: What difficulties will they encounter by car? What will the little monkey do? (The children speak separately after discussing with each other)
3. Teacher: So many animals have to take the bus, and the little monkey can't handle it alone. So he started a taxi company and wanted to hire children as drivers. Would you like to help? Please work in pairs, one as a driver and the other as a passenger. Passengers should tell them the difficulties they will encounter, drivers should tell them how to help passengers, and passengers should wait for the driver to find a solution to the difficulties before getting on its bus.
Please take the badge and put it on, and then ask the driver to hold the steering wheel. The bus is leaving. When the music starts, the children play games in pairs. )
5. Exchange the creation in the game. Teacher: Who wants you to see how you play?
The intransitive verb ends the activity
Teacher: Little driver, take your passengers outside to play!
Teaching plan 3: the open class of kindergarten Chinese is antonym.
Design intent
Language is an important tool for children to communicate, understand things, preserve knowledge and develop intelligence. Children are in a sensitive period of language development. At the same time, developing children's observation, attention, thinking and imagination is also an indispensable and important factor for intellectual development. In order to fully develop children's intelligence. Improve the quality, so I designed this class.
Activity purpose
1, observe and compare objects and pictures, so that children can initially understand the meaning of antonyms and enrich their vocabulary.
2. Develop children's observation, imagination, oral expression, action expression and thinking agility.
3. Cultivate children's spirit of active thinking, courage to explore and dare to try.
Activities to be prepared
1, multimedia courseware (slide)
2. The size of the ball is 1 respectively.
3, long rope, short rope, sand, sponge, cotton, wood.
Teaching emphasis: help children acquire opposing concepts and boldly explore antonyms.
Teaching difficulties: encourage children to think positively and express boldly.
Activity process
(A) to stimulate children's interest, the introduction of themes
Teacher: Hello, children! Today the teacher takes you to the opposite country. "The opposite country" is a very interesting country. I heard that you can learn a lot from it. Do you want to go? Ok, let's go and have a look!
Look: There are many things prepared here. Please observe carefully, hold and carry with your hands, and you will find many little secrets to see who can find them fastest.
(B) the use of physical objects, looking for antonyms in physical objects.
For the first time, children try to understand what antonyms are through various organs in kind.
1, (showing balls) Q: What is this, little friend? Are they the same? (different, one big and one small) Yes, one big and one small. Big and small are words with opposite meanings, so we call them antonyms.
2. Let the children compare the length of rope, the hardness of wood and sponge, the weight of cotton and sand, and try to say three pairs of antonyms: long and short, soft and hard, light and heavy.
(3) Play the courseware and look for antonyms in the courseware.
Child observation: use courseware to guide children to observe and try to say the opposite.
1. What's in the picture?
2. Are they the same?
Children observe and try and say the opposite. (thick-thin, thick-thin, tall-short, up-down, fat-thin, on-off, crying-laughing, in-out, more-less)
(d) Games: (Do the opposite) consolidate the mastery of antonyms and deepen the impression of trying.
Introduce how to play games:
1, the teacher says a word and asks the children to say its antonym. The teacher makes an action and the children guess the antonym.
2. The teacher says words and asks the children to express antonyms with actions. If the teacher says "go forward", the children will go back.
3, rules: the teacher said, don't do the action; Children don't say anything, but they should make accurate actions.
(e) Inspire children to say some new antonyms.
1, the teacher guides children to say new antonyms and asks them to try to say them. (For example: good-bad, front-back, left-right, new-old, fragrant-smelly, ascending-descending)
2. Through usual observation, guide children to try to say new antonyms.
Teacher: Please think about it, try it and say some antonyms that the teacher has not said.
Summary: Did we learn many antonyms today? In fact, there are many antonyms around us, both in life and in class, so let's go back and look for them together!
(6) Activity extension: Encourage children to continue to look for antonyms around them.
Reflection after class:
After I finished the language "speaking antonyms" class, I carefully reflected on the success and shortcomings brought by this class.
In this activity, I mainly learn antonyms by visiting the opposite country. In the whole teaching process, I first experienced
The opposite country focuses on stimulating children's interest and introducing themes. Secondly, it is to let children observe the initial perception through physical objects and understand antonyms. Third, let children observe and master more antonyms by watching slides. sequence
Fourth, through the game of "doing antonyms", let children further master and consolidate the antonyms they have learned. Finally, inspire children to use their brains and imagination to find more antonyms and say more antonyms. In the whole activity, it is through the children's various
Feel, look, speak, look, think, etc. Let every child actively participate in activities, fully mobilize the enthusiasm of children, let children master antonyms in a relaxed and happy atmosphere, and let children's language
The ability of speech and expression has been further exercised and improved. But there are still many shortcomings in this activity. For example, in the third link, when I showed my children slides, I underestimated their abilities, and I found the slides I made.
The film is too simple. If it is a little harder, let the children find more pairs of antonyms from one picture, I think the effect will be better. Also, when guiding children to say more antonyms, children will not say it, perhaps because they are not in place.
Lesson plan 4: the poem "I want" in the open class of kindergarten Chinese.
Design intent:
The children in our class are very interested in animals, and most of them have a certain understanding of the characteristics of some animals. The purpose of this activity is to let children know more about the characteristics of animals. Learn to understand the content of poetry, feel the childlike beauty in poetry, stimulate children's bold imagination and try to imitate poetry.
Goal:
1. Observe the obvious characteristics of animals and understand the contents of poems.
2. Feel the childlike beauty in poetry and learn to write poetry.
3. Feel the beautiful feeling that people and animals live in harmony.
Activity focus: understand and master the content of poetry.
Difficulties in activities: writing poems and developing children's creative thinking.
Preparation: forest environment setting, a doll like a monkey and a deer, a poem, a music tape and a tape recorder.
Process:
First, create a forest scene to stimulate children's interest in learning and initially perceive the content of poetry.
1. Activity Guide: Children, we all know that there are many small animals in the zoo. Today, the teacher takes you to a place where there are more animals than a zoo. Do you know where it is?
Yang: Forest.
Teacher: Do you want to go?
Yang: Yes.
Teacher: OK, because the forest is far away, so we have to drive there. Now please fasten your seat belt and put your hands on the child in front. Be careful when you take the bus. Don't stick your head and hands out of the window. Are you ready?
Yang: I'm ready.
Teacher: OK, my car is going to start. Please sit down! Play good music and take the children into the activity room. ) 2. Show small animals and feel the content of the poem.
Teacher: Little friend, we have arrived at the big forest. Is the scenery in the forest beautiful?
Young: beautiful.
Teacher: Please tell the teacher what's in the forest.
The children answered the teacher freely: The children all answered correctly. Then let's go to the forest today and say hello to the small animals. Would you?
Yang: Yes.
Teacher: OK, please say hello to the elephant.
Young: Elephant, ok.
Elephant: Hello, little friend.
Teacher: Do you like elephants, children?
Yang: Yes.
Teacher: Oh, why do you like elephants?
Children freely answer the teacher: children, do you know what the elephant's nose can do?
If you have a long nose, what do you want to do?
Children's free answer: children are great.
Teacher: If I were a baby elephant, I would shake hands with the baby elephant with my nose. (Shake hands) Do you want to shake hands with the elephant?
Yang: Yes.
Teacher: OK, please tell Teacher Cai, "If I were a baby elephant, I would shake hands with the baby elephant with my nose". Teacher: Well, we shook hands with the elephant and became good friends. Let's leave the elephant and say goodbye to it!
Goodbye, elephant.
Introduce the little monkey and the deer in turn to guide the children to learn: if I am a little monkey, I want to use my tail to pull the hook; If I were a deer, I would like to use horns and deer to top the cow.
Second, appreciate, understand and perform poetry.
1. There is a poem that we talked about in the forest just now. I think its name is.
2. The teacher demonstrates and recites.
3. The teacher and the child recite together for 2-3 times, and do actions such as "shaking hands", "pulling hooks" and "pushing cows" while reciting.
Third, imitate the poet: children, what other small animals are hidden in such a big forest?
Teacher: You are making too much noise, and the animals are not coming out. There may be lions, tigers, white rabbits and so on in the forest. What do you want to do if you see these little animals? If Teacher Cai sees a rabbit, I want to compete with the rabbit in the high jump. Please tell the teacher, if you see a small animal in the forest, what do you want to do?
Let the children answer 4. Teacher: Children, do you want to fly in the sky like birds?
Yang: Miss Teacher: OK, now the teacher is a mother bird and the children are baby birds. Let's fly in the sky together. Come on, birds, let's fly in the sky together!
(Playing music) Attached to my thoughts.
When I see an elephant, I want to have a long nose and "shake hands" with the elephant.
When I see a little monkey, I want to grow a tail and use it to "hook" the little monkey.
When I see a deer, I feel that there are a pair of long horns, and the deer "holds the cow" with the corner of the chair.
When I see a rabbit, I want to have a pair of long ears and talk to the rabbit with them.
When I see a giraffe, I want to grow my neck and tug-of-war with the giraffe.
Seeing the kitten fishing, I want to have a fishing rod and go fishing with the kitten.