Middle class language pumpkin house lesson plan 1 activity goal:
1, look at the pictures and enjoy the stories, further understand the names of Caicai, and perceive the characteristics of increasing numbers and repeated dialogues in the stories.
2. Explore the story according to the structure of the story, and tell clearly the number and name of vegetables and the dialogue with the pumpkin house.
3. Migrate the existing experience, replace the vegetable names quickly, and experience the fun of creation.
4. Cultivate children's good habit of speaking boldly and speaking completely.
5. On the basis of perceiving the content of the story, understand the characteristics of the role.
Activity preparation:
Story PPT, pictures
Activity process:
First, the singing activity "Buy Food" leads to pumpkins.
1, Question: What dishes did Grandma buy?
2. Grandma bought another dish. Look! (Show the pumpkin) Grandma turned the big pumpkin into a pumpkin house and put it on the grass (show the pumpkin house PPT)
Second, observe the PPT and enjoy the story paragraph by paragraph.
1 This big pumpkin house wants to do something interesting. Guess what it is?
2. The teacher tells stories and plays PPT. Drop to "Let two cucumbers talk to the pumpkin house hand in hand" and encourage children to talk about it. What will the cucumbers say? What does the pumpkin house say?
3. Show the "onion" PPT and ask: Who is coming? What will they say to the pumpkin house? What will the pumpkin house say?
4. What is the mechanism of "Gollum, Gollum"? Who will make small potatoes and say to the pumpkin house (please ask girls to make potatoes and boys to make pumpkin houses)
5. Show the "Pepper" PPT and guide the children to practice in different roles (five children make peppers and one child makes pumpkin houses).
6. Who else will come to the dance? (Show Huang Xiangjiao, purple grapes and red cherry PPT), what will they say to the pumpkin house, and what will the pumpkin house say? (The child answers)
Third, discuss the reasons why bananas, grapes and cherries are not allowed in the pumpkin house.
1, but the pumpkin house doesn't say that. It says, "Sorry, you can't come in."
Discussion: If you are a banana, a grape or a cherry, what will happen after hearing this? (Guide children to say: angry, noisy)
2. They crowded in front of the pumpkin house, arguing and refusing to leave. Guess what they would argue about? (Children discuss in pairs)
3. I don't understand why the pumpkin house doesn't let them in. (Guide children to think)
4. Continue to tell the story to the end.
Fourth, summarize and tell the story completely.
This is really an interesting story. Let's tell it together.
Fifth, explore the continuation of the story.
Besides tomatoes, cucumbers, onions, potatoes and peppers, what other vegetables will come to the dance? Please tell me.
Sixth, the game: a happy dance.
Let's go to the grass and have a happy dance together!
Middle class language pumpkin house teaching plan 2 I. Activity objectives:
1. Look at the pictures and tell the story, learn more about the names of vegetables, and perceive the characteristics of increasing number and repeated dialogue in the story.
2. Explore the structure of the story, continue to compile the story, and clearly tell the number and name of vegetables to enter the dialogue with the pumpkin house.
3. Act out stories, and create stories and draw pictures according to the plot.
Second, the activity preparation:
All kinds of vegetable pictures and headdresses, pens, tape recorders, "Cartoon Song" tapes.
Third, the activity process:
(a), 1, music activities: cartoon songs
Teachers and students perform the song "Cartoon Song" with the music.
Who is in the song? Pumpkin House. Let's say hello to the pumpkin house (Hello, pumpkin house! Hello! )
The teacher put on gloves (pumpkin house) and said, Hello, children. Today I invite you to a vegetable dance. What vegetables do you want to invite to the dance? (Children say what they know about vegetables, baby)
The child speaks a vegetable and shows one.
Teacher: The baby vegetables are all here happily. How many are there? Pumpkin houses don't like crowded people. Let's line them up from small to large and go to the dance in order!
(One red tomato, two green cucumbers, three onions, four small potatoes and five red peppers)
Teacher: Ouch, ouch, wait for me, bananas, purple grapes and red cherries are here.
Sorry, you can't come in. ) teacher: hey? What's the matter? Bananas, purple grapes and red cherry pumpkins are not welcome in the house? Because they are fruits. ) Teacher: Oh, bananas, purple grapes and red cherries know that they can't attend, so they politely say goodbye to the pumpkin house!
2. Look at the pictures and tell stories
Show the children the pictures and tell the story completely, focusing on the number, name and dialogue of vegetables.
(2) Performing games
Teacher: The vegetable dance in the pumpkin house has started. Let's go together! Please go to the vegetable house and choose a vegetable you like. Who will play the polite fruit doll? Then let's perform together!
Switch roles and act it out.
(3) Creating stories, knowing the increasing number, creating stories in sequence.
Teacher: I invited the vegetable baby to the dance today. You can also bring some other vegetable babies to the dance. Who do you want to bring?
Children speak freely: (radish, green vegetables, eggplant ...)
Teacher: Don't forget, the vegetable babies wearing headdresses should line up in the original numerical order. How many vegetable babies did the children just say? Who goes first?
Encourage children to continue to make up stories and increase the number of vegetables.
What will be the number behind five red peppers?
(6 eggplants, 7 radishes, 8 greens ...)
Teacher: Let's draw the baby vegetables we just wanted to bring and assemble them into a pumpkin house book.
Children's painting: divided into four groups, 5 people in each group.
Teacher: Talk to your good friends after drawing, and tell each other what to say when your vegetable baby goes to the pumpkin house dance.
Show gloves pumpkin house; Teacher: Children, I will make the vegetable babies you drew into beautiful picture books and go to the vegetable dance together.
Finish the activity by listening to music.
Middle class language pumpkin house teaching plan 3 activity design background
Because the dolls in preschool class began to have subjective consciousness, but now most children are only children and don't want to share some happiness with others. Now, plus "Gang Yao", it is pointed out that more cooperation, cooperation and interaction should be cultivated for children. Let children realize that they need the help of their peers in life, and the establishment of friendship cannot be isolated.
moving target
1, feel the loneliness of losing friends and the joy of getting friendship in the story;
2. Boldly imagine the way to help the bear repair the pumpkin house;
3. Speak boldly, with coherent sentences and clear semantics.
Teaching emphases and difficulties
Let the children get familiar with the story.
Difficulties:
Let the children learn to imagine and experience how various characters in the story make up the house for the bear.
Activities to prepare
Picture, pumpkin, pumpkin house, bear, uncle goat, pig, drawing paper, watercolor pen.
Activity process
First, show the picture-pumpkin, and lead out the activity content.
Teacher: What kind of story will happen to the pumpkin and the bear?
Children discuss and speak.
Second, appreciate the story and understand the main content of the story.
The teacher tells stories.
Teacher: Is Bear happy living alone in the pumpkin house or with other small animals? Why?
Summary: Everyone has friends, and with friendship, life will be happier! So bear lives happily with other small animals.
Third, tell the story in sections and be familiar with the story.
1, narrating 1-3 paragraphs
Teacher: How did the pumpkin come from? Who turned him into a pumpkin house? What's the pumpkin house like? Can you talk about it?
Discuss with children and tell them individually.
Teacher: Autumn has come, and it is a harvest season, so Little Bear has harvested a golden pumpkin. Above the pumpkin are green roofs and golden walls, and below are bright doors and windows.
2. Describe paragraphs 4-6.
Teacher: Who wants to see the pumpkin house? What did they say? What was the result?
Teacher: Uncle Goat and Brother Piggy both want to have a look at the pumpkin house.
Uncle goat said, I'm so old that I haven't seen the pumpkin house yet. Can I have a look? Beibei said: You always cough, so stand away!
Brother piggy said, Brother Beibei, your house is really beautiful. Can I go in and have a look? Beibei said: You are so fat, you will trample on my house.
3. Tell paragraphs 7-9
Teacher: Is Beibei happy living in the pumpkin house? What problem did he encounter? Who helped him? In what way did you solve the problem?
Teacher: What else can you do to help Beibei repair the pumpkin house? What happened to the pumpkin house? Why is there such a change?
Summary: Baby Bear lives alone in the pumpkin house. She is not happy at all and a little lonely. But in the end, she invites many small animals to live together, help each other, and live happily and noisily together. Therefore, children should also learn to share, for example, you can share anything interesting and delicious with other children, and be lively and happy.
Fourth, literacy and speaking
Know up and down, and finish practicing writing and speaking words.
Teaching reflection
1, In the first stage, children watch pictures and listen to stories carefully, but in the second stage, because they don't know enough about intonation, tone and voice changes of different roles, children begin to pay attention to distraction and have little interest.
This is a language activity, the purpose is to let children speak boldly and talk about it. So I encourage children to raise their hands to answer questions, and I want to let them know more about the details and deeper meaning of the story through the form of asking and answering. In the process of implementation, a child was shy and covered his face because of answering questions, while other children laughed at him. At this time, he didn't notice that he should show his attitude in time, for example, "Teachers don't like to make fun of children who are brave enough to answer questions, so it is great to get up and answer questions, and there is no need to be shy".
Therefore, in the next questioning session, children have this kind of problem, which makes it difficult to ask questions, the enthusiasm of children is greatly reduced, and the interaction is poor, which makes those children who want to answer questions timid.
2. The questions in the whole process are too single and closed, leaving children with no room to organize their own language and express their meaning. What would you do if you were Beibei and had a pumpkin house? "If you want to go to Beibei's pumpkin house, how will you persuade Beibei to let you in?" Two questions will increase the openness and interest of the activity.
3. The last part is the extended meaning of the story-learn to share, and the end is too hasty. You should let the children talk about it, such as asking, "What would you do if you also had fun toys and delicious food?" Is it used by yourself or will it be shared with other children? " Let the children discuss and speak.
Middle class language pumpkin house teaching plan 4 activity goal:
1, in playing, watching and speaking, guide children to perceive and understand the content.
2. Encourage children to tell pictures boldly by creating situations.
3. Experience the fun of telling activities.
Activity preparation:
1, pictures related to the story Some headdresses of voles, woodpeckers and rabbits.
2. Arrange the objects of corn, caterpillar and radish in the scene.
Activity process:
1, create a situation to stimulate children's interest in participating in activities.
Teacher: voles, woodpeckers and rabbits, let's go outside and find something to eat!
Guide children to find the corresponding food and encourage them to learn the sounds made by animals when they eat.
2. Sit around, share the experience of eating, and encourage children to imitate each other.
Question: What do voles (woodpeckers, rabbits) like to eat? How do you chew corn (pecking at green worms, biting radishes)?
Mutual theory: "Goo chee, Goo chee" gnaws at corn, "DuDu DuDu" pecks at caterpillar, and "Gabba Gabba" bites radish.
3. Help children understand the content by operating the activity teaching AIDS.
Transition: What else do you see in the field? (Show pumpkin) Theory: Round and big.
(1), understand the first part of the story.
Question: The voles are still hungry. What will they do when they see the pumpkin? How do voles chew pumpkins?
(Teacher's operation: make a big hole in the pumpkin) While operating, he said, "Goo, cheep, cheep" and gnaw a big hole in the pumpkin.
Question: What does this big hole look like?
(2) Use the same form to help children understand and tell the second and third parts of the plot.
Children can also be invited to participate in the operation, which will arouse the interest of children.
(3) Ask the children to look at the last picture to help them understand what the pumpkin finally became.
4. Guide children to fully appreciate the content while looking at the picture.