Lesson Plan of Foxes Growing Vegetables 1 Activity Target:
1, preliminary understanding of the relationship between vegetable parts and eating.
2. Understand the content of the story and the dialogue between the rabbit and the fox.
Activity preparation:
Children's books, story paper dolls: DVD of fox and rabbit stories, pictures of vegetables
Activity process:
First, warm-up session: finger game
Introduction: Show the paper dolls of the fox and the rabbit. Both the fox and the rabbit are going to grow vegetables. Guess what will happen? Who grows better food?
Third, the learning link:
1, teachers and students * * * Read:
-What did the fox say about growing vegetables for the first time? The part where it wants vegetables? How do rabbits do it (on the ground) What did the fox get at the last harvest?
What did the fox say when he planted vegetables for the second time? The vegetable part? How do rabbits do it (underground)? What did the fox get at the last harvest?
What did the fox say when he planted vegetables for the third time? The vegetable part? (Leaves and roots) How do rabbits do it? What did the fox get at the last harvest?
2. Use pictures to guide children to understand the story.
3. Enjoy the picture completely. 4. Discuss collectively-who do you like in the story? Why?
Where can I eat carrots, spinach and corn? Besides carrots, spinach and corn, you also know which vegetables eat roots, stems and leaves.
Fourth, the end part: lead children to the plantation to see vegetables.
"Foxes Growing Vegetables" Teaching Plan 2 Activity Objectives:
First, a preliminary understanding of the relationship between vegetable parts and consumption.
Second, understand the content of the story and the horse paste words of rabbits and foxes.
Activity preparation:
Children's books, story paper dolls: DVD of fox and rabbit stories and pictures of vegetables;
1, warm-up hub: finger game.
2. Lead into the hinge: Show the paper dolls of the fox and the rabbit. Both the fox and the rabbit have to grow vegetables. Guess what will happen? Who grows better food?
3, into the repair hub:
A, teachers and students * * * read:
What did the fox say when he planted vegetables for the first time? Which department does it want vegetables in? How do rabbits do it (on the ground) What happened to the fox at the end of the harvest?
What did the fox say when he planted vegetables for the second time? The vegetable department? How do rabbits do it (underground)? What happened to the fox at the end of the harvest?
What did the fox say when he planted vegetables for the third time? The vegetable department? (Leaves and roots) How do rabbits do it? What happened to the fox at the end of the harvest?
Second, operate pictures to guide children to understand the story.
Appreciate the pictures completely. 4. Who do you like in the work report in the group comment and debate story? Why?
Where can I eat carrots, spinach and corn? Besides carrots, spinach and corn, you also know which vegetables to eat roots, stems and leaves.
4. Closing department: instruct children to visit vegetables in the cultivation garden.
"Foxes grow vegetables" lesson plan 3 Activity objective:
1, carefully observe the picture, understand the meaning of the picture, and boldly guess why the vegetables assigned to the fox can't be eaten.
2, preliminary understanding of the relationship between vegetable parts and consumption.
3. Know that you can only gain if you work hard.
Activity preparation:
1, knowledge and experience preparation: I have some cognitive experience in vegetables.
2, the story PPT
Activity process:
First, import:
(PPT 1, 2), who is this? What are they doing?
Second, show three pictures of the vegetables, and understand what parts of the vegetables the fox and the rabbit have been assigned.
1, show three pictures respectively and ask questions:
What vegetables did they grow? What did the fox get? What did the rabbit get?
2. (PPT6) What did the fox and the rabbit get? Who gets the edible part of the vegetables? Who got the inedible food?
3. Summary: Rabbits are given edible parts, while foxes are given inedible parts. What's the fox's mood? What would he say? ("Hum, why is everything I get inedible!") )
Transition: Why do foxes always get the inedible parts? Let's guess.
Third, show three pictures of "growing vegetables" and ask questions:
(PPT7) What do you see? Rabbits are working hard and foxes are lazy. )
What is the rabbit doing? What about the fox? What will they say?
4. Who do you like in this story? Why? Who don't like? Why?
Summary: Only by working hard will you get something.
Fifth, fully appreciate the story.
Sixth, experience transfer: different edible parts of vegetables.
Besides being lazy, foxes have another reason, that is, clever rabbits know which parts of vegetables can and cannot be eaten. So foxes are always assigned to the inedible parts. What do carrots eat? (Root) What other vegetables are there to eat? What does spinach eat? (Leaves) What other vegetables eat leaves? What does corn eat? (Fruit) What other vegetables eat fruit?
VII. Extension of activities:
1, please find out which part of vegetables you eat in your life.
2. Look at picture books in the language area.
3. Perform stories in the performance area.
"Foxes Growing Vegetables" Teaching Plan 4 Activity Objectives:
1, know that if you want to gain something, you have to work, and it is not advisable to get something for nothing.
2, can understand the relationship between vegetable parts and consumption.
3. Understand the story and practice the dialogue between the fox and the rabbit.
4. Understand the moral and philosophy contained in the story.
5. Cultivate children's habit of reading carefully and stimulate their interest in reading by means of illustrations and pictures.
Important and difficult points of activities:
Understand the story and practice the dialogue between the characters in the story.
Understand the edible parts of various vegetables
Activity preparation:
1, story book "Foxes Grow Vegetables", recording (Baby Bar)
2, children's books
3. Some headdresses for foxes and rabbits
Activity process:
First, guess the story
1, the teacher shows pictures of foxes and rabbits, and asks children to guess the story.
Teacher: Both the fox and the rabbit are going to grow vegetables. Guess what will happen?
Who grows better food? Why?
Second, children's independent reading
1, ask children to read children's books by themselves with two questions.
-What dishes did the fox and the rabbit grow?
-What about the dishes grown by foxes? What about the vegetables grown by rabbits?
Third, teachers and students read together.
1, read stories and pictures
-Guide children to observe the picture page by page and think about the problem.
What did the fox say when he planted vegetables for the first time (two or three times)? Which part of the vegetable does it want? How do rabbits do it? What did the fox get at the last harvest?
2. Enjoy the story completely
-The teacher plays the recording and the children listen.
3. Practice the dialogue and actions between rabbits and foxes.
Fourth, collective discussion
1 Who do you like in the story? Why?
Teacher's summary: Rabbits are very hardworking and know that they have to rely on labor to exchange goods. At the same time, the rabbit is very clever and thinks of many ways to deal with the fox who wants to get something for nothing.
2. Discuss where these vegetables can be eaten.
Five, the role of color
1, teachers and children perform stories in different roles.
2. Children perform stories in different roles.
Teaching reflection:
Children are interested in this topic and are willing to actively participate in the activities, which has achieved the expected results. There are also shortcomings in this activity: children's language expression is not mature enough and lacks coherence; Children's habit of listening quietly to their peers still needs to be strengthened, and so on. In short, we will pay attention to these aspects of guidance and education in future activities, and strive to do better.
Encyclopedia: mammals, Carnivora canines. It belongs to the general fox, also known as red fox, red fox and grass fox. Their flexible ears can accurately locate sounds, and their sense of smell is sensitive. Their slender legs can run quickly, with a top speed of about 50km/h, so they mainly feed on small animals such as fish, mussels, shrimps, crabs, rats, birds and insects, and sometimes they also eat some plants.
Design Intention of Teaching Plan 5 of Foxes Growing Vegetables
Recently, I have observed that some children in our class don't like to do it themselves and don't want to work, especially in the management of class plantations. According to various situations, I pay attention to the following reasons: most of the parents in my class are first-time parents, and they are very fond of their children in the process of raising them. At home, parents will get things done without their own hands, so children's awareness of "labor can be harvested" is weak, or even not.
Therefore, I chose the story "Foxes Growing Vegetables", which has a clear theme and is easy for children to understand. Moreover, the story is full of fun and children will be very interested. In addition, three vegetables, radish, spinach and corn, appear in the story, which can also help children to add extra life knowledge and kill two birds with one stone.
moving target
1. Children can understand the main content of the story and the dialogue between the rabbit and the fox. Analyze two different personality characteristics of rabbits and foxes, and know vegetables: radish, spinach and corn. (cognition)
2. Develop children's language expression ability by performing stories with their own understanding in activities. (skill)
3. Through the story activity of "Foxes Growing Vegetables", let children learn to work hard to gain, and cultivate good habits of hard work. (emotion)
Key and difficult points
Activity difficulty:
On the basis of understanding the story, let the children perform the story and cultivate their language expression ability and performance ability.
Focus of activities:
Children can understand the story and perform it. Two different animals, rabbit and fox, have a complete grasp of their personality characteristics, and they know that it is only when they work that they gain.
Activities to prepare
"Fox Growing Vegetables" story PPT；; The background music of "City of the Sky" is the same as PPT story telling;
"Vegetable Dance" music; A number of teaching cards for rabbits, foxes, radishes, spinach and corn can be separated; Several kinds of vegetable cards can be separated.
Activity process
(a) the beginning part
1. Play "Vegetable Dance" music, clap your hands and sing with everyone, and change the lyrics with three vegetables (radish, spinach and corn) in the story.
Lyrics: "Come on (hands bend forward and palms bend inward)"
I am a tree (spinach, radish, corn) (waving my hands left and right on my chest and shaking my head with it; At the same time, the teacher takes out the corresponding vegetable cards)
Caicai, Caicai, Caicai (Bu, Mi) (high-five with hands on the chest) "
2. Lead-in (ask questions and show teaching AIDS directly)
Did the children like the vegetable song just now? Next, the teacher wants to play a game with you called "Find it" (take out several vegetable cards including radish, spinach and corn, and invite individual children). Teacher, please look for the vegetables we all sang here just now and put them in the next frame. That's clever. I found all the right ones, including radish, spinach and corn. Hey, the teacher suddenly remembered an interesting story about radish, spinach, corn, rabbits and foxes. The name is Foxes Growing Vegetables (click on the first picture of PPT). Are the children ready? The story begins with "Foxes Grow Vegetables".
(2) The basic part 1. Play PPT for the first story telling. Complete the story and ask descriptive questions to help children grasp the main idea of the story and analyze the personality characteristics of the characters.
(1) Who can tell me the name of the story after it is finished?
(2) Who planted the vegetables in the story?
(3) How many times did the rabbit and fox grow vegetables? What have you planted? Will you show it to the teacher? (posting vegetable teaching AIDS)
(4) Did Fox finally get something to eat? Transition:
After the story is finished, the children think about it. "Why does the little fox get inedible food every time?" Will you listen to the teacher again? " 2. Also use PPT to play and tell in sections.
(1) From the beginning, "The rabbit thought about it and nodded and agreed." Ask questions:
(1) what about the vegetables grown by foxes?
② What about the vegetables grown by rabbits?
(3) which children come up to tell the teacher which is the rabbit's food and which is the fox's food, and find out for the teacher. Take out two contrasting dishes "fat and big" and "thin and small" for the children to find.
Transition:
We know that the vegetables grown by rabbits are fat and big, and the vegetables grown by foxes are thin and small. Let's see what vegetables they will grow next, and what are the results? Let's keep listening. (2) From "the rabbit is busy growing vegetables" to "the rabbit nodded"
Ask questions:
Tell the teacher what they are planting. (Show the vegetable teaching aid to let the children find the radish)
What is the fox doing when the rabbit is busy growing vegetables? What did it say?
So what did the rabbit and the fox get in the end? (Take out the detachable radish for the children to find)
(4) Can the food the fox gets be eaten? Transition:
The first time the fox planted vegetables, he got inedible radish leaves. Then he asked to plant vegetables for the second time. Can the children guess that the fox can get edible vegetables this time? Let's go on listening to the story.
(3) From "the rabbit is busy growing vegetables" to "the rabbit still nodded":
What are they planting this time? (Show the vegetable teaching aid for children to find spinach)
What did the fox say when the rabbit asked him for help?
So what kind of food did the fox get in the end?
(4) The children show the teacher which dish the fox got for the second time and which dish the rabbit got for the second time. (Show separable spinach card)
Transition:
The fox didn't get anything to eat, and he had to plant it with the rabbit again. What will the fox get this third time? Let's continue to listen to the story.
(4) From "the rabbit is busy growing vegetables again" to "I can't eat anything I get"
Ask questions:
(1) The children told the teacher what dishes they planted for the third time? (Show the vegetable teaching aid for children to find corn)
(2) points out which ones the fox got and which ones the rabbit got. (Let the children go to the stage to separate the parts of the vegetables themselves)
(3) So what kind of food does the fox get? Overall thinking and asking questions:
Alas, this fox always gets inedible food. Do children know why?
Do you like the fox in the story?
Who does the child like best in the story?
④ Why do you like it? Transition:
Oh! It turns out that the fox always gets inedible dishes because it doesn't want to do its own thing and is always lazy. Many students like rabbits because they are hardworking and smart, but they don't like foxes because they are cunning and lazy. Now the teacher wants to invite two children to perform this story for us on stage. After the performance, our children will also choose "my favorite character" together to present prizes. So how to choose this little actor? The teacher has a good idea. Let's make a game called "I Love Vegetables". Look at these cards in the teacher's hand (take out all kinds of prepared detachable vegetable cards and paste them on the blackboard for children to do puzzles). Now the children who are running for the little actor come up and help the teacher find their own other parts. Whoever finds them quickly and accurately will be the first to show us all.
(3) Activities-Teachers organize children to perform stories and ask hypothetical questions to help children further understand stories.
1. Teachers organize capable children to perform (the children who won the activity of "I Love Vegetables" just now will perform and distribute headdresses, and the teachers will tell stories to cooperate with the children's performances, and the dialogue will be completed by the children). The rest of the children and actors are already in place. Please pick up the small red flowers in your hand (distribute small red flowers) and stick them on your favorite actors to select "My favorite role" after the performance. Transition:
"My favorite role" has been chosen. The story performance just now was really wonderful, and everyone must want to perform. Now, let's perform in groups and see which group performs best.
2. Group performance, teachers take turns to inspect the performance and give guidance.
Step 3 ask hypothetical questions
All the children performed, and the teacher wanted to ask what would you do if you were the little fox in the story and the rabbit needed help? Why?
2 children think about it. Is there a diligent and capable baby like a rabbit in our life?
Then do you want to be a good bunny or a lazy fox baby? Why?
Then tell the teacher what you will do in our class activities in the future.
⑤ What will you do when you come home and meet your own problems?
(3) Summary of activities:
Today, we listened to the story "Foxes Grow Vegetables", and the children also performed it. The fox in the story is lazy and doesn't like to work. He always wants to get something without working, and finally he can only get food that he can't eat. And the rabbit in the story worked hard and finally got something to eat. Children should learn from rabbits, but not be lazy foxes. Labor is the most glorious, and only by doing it yourself can they gain something. Just like all the children performed today, so you should be rewarded to give yourself a hug. There are also children who think about what vegetables they have planted and find out if today's lunch is all edible dishes obtained from rabbits. Please tell the teacher this afternoon.
(4) Activity extension
(1) science-"vegetables and I are growing" grow small vegetables and take care of them with children, and take photos every day to observe the growth of vegetables.
2 Home Cooperation-"Making Vegetable Juice" Let the children go home and make a vegetable juice with the help of their parents, bring it back to the garden to share with the children and talk about the production process.
Summary of activities
The focus of this activity is that children can understand the story and perform it. In the third part of the activity, most children can perform simple actions under the guidance of teachers, but the narrative of language needs to be strengthened. In addition, it is difficult for children to change their emotions in mastering the personality characteristics of rabbits and foxes. After that, they can explore with children how to express their characters and emotions in such situational performances. It is the main line of the story to know that you have to work hard to get what you want. I believe that after the activities, the children will certainly manage our planting garden better and bring good habits into their lives.
"Foxes Growing Vegetables" Teaching Plan 6 Activity Objectives
1.Understand the story and learn the dialogue.
2. Like role-playing and willing to participate.
3. Know that friends should be sincere and friendly.
4. Understand the structure of various parts of vegetables.
Activities to prepare
1. A big book.
2. Picture: Green vegetables, spinach, corn and radish.
3. Pictures of rabbits and foxes
Activity process
First, import
T: There are not only many guests and teachers here today. Look, who else? Say hello to him.
What kind of rabbit do you think he is? He also has a good friend, Fox. Hello, children. What kind of fox do you think he is?
Second, appreciate the story and talk about it.
1. Teacher: Besides foxes and rabbits, what else is on the cover?
Young: the vegetables in the field. . .
Teacher: Oh, they grow vegetables respectively. Where is the fox's food? What about the rabbit's?
Did the children find anything different about the vegetables they grow?
Young: the fox's food is small and thin, and the rabbit's food is big and fat.
Teacher: Whose food do you think is better?
Of course, it's a rabbit's dish, because it's big and fat, and the fox envies the rabbit's food.
So he said to the rabbit, good friends should work together. Let's grow vegetables together. When we harvest them, half of them will be given to me, and all the others will be given to you.
Teacher: What did the fox say?
Young: . . .
Teacher: Let's learn what the fox says.
Transition: The rabbit thought about it and nodded and agreed.
2. Teacher: What is the rabbit doing? What about the fox?
Rabbit said: Fox Fox, come and grow vegetables together.
Fox: I'm so busy. Come back later.
(Ask two groups of children to teach the dialogue respectively)
Teacher: After day after day, the vegetables they planted can finally be harvested. Look, what are you planting? (radish)
The fox was assigned. . . All the radish leaves on the ground, rabbits. . . Divided all the carrots under the ground.
Can foxes eat radish leaves? How does the fox feel at this time? Guess what he would say?
Let's learn how a fox is angry.
Fox: Why do I get all the inedible leaves? (stomping)
Teacher: The fox was unconvinced and said. Let's plant it again, this time give me everything that grows under the ground, and give you everything else.
4. Teacher: Look, the rabbit is still working hard to grow vegetables there. What about the fox?
What did the rabbit say to the fox this time? Fox Fox, shall we grow vegetables together?
What will the fox say? I'm so busy. Come back later.
5. What did the fox get this time? Spinach root.
The rabbit was given spinach.
Teacher: Look at the fox's expression. Can spinach roots be eaten? He was very angry and said, why did I get the inedible roots? Let's plant it again. I want all my roots and leaves this time, and I'll give you all the rest.
Teacher: If you were a rabbit, would you agree to the fox's request this time?
The rabbit really agreed to the fox's request. Let's see what the rabbit will think of this time.
6. The rabbit is growing vegetables there again. What does he say to the fox? Fox Fox, come and grow vegetables together!
The fox said: I am so busy. Come here later.
7. What did you plant this time? Corn. The fox got corn leaves and roots, and the rabbit got corn. Let's take a look at the fox's expression. He is really angry this time. Look at him with his hands akimbo and his feet stamped with anger. How could this happen? I can't eat whatever I get. Come and learn.
Third, understand the story. Express an opinion
Who do you like better in this story? Why? No matter what you do, you have to work hard to gain.
Fourth, the story performance
Divide into two groups and ask two children to play.
V. Extension
Ask the babies to think about it: Why can't the fox eat the food every time? Some vegetables eat leaves on the ground and some eat roots under the ground. There are fruits)
Teacher: Except the radish in the story. Do babies know which vegetables eat roots? Which ones are leaves? What are the fruit eaters? (show ppt)
Roots: lettuce, bamboo shoots, potatoes, sweet potatoes, onions, onions and garlic.
Leaves: green vegetables, coriander, lettuce, cabbage, cabbage.
Fruits: cucumber, wax gourd, pumpkin, bitter gourd, tomato, eggplant,
Operation: Now, please help these vegetables find their own homes on the back table in groups of five. If you don't know anything, you can ask the guest teacher for help.
Teaching plan 7 of "Foxes Growing Vegetables" I. Design intention:
Let children be familiar with the story, let them learn the tone and expression of rabbits and foxes, and know their differences to perform. Let children feel the fun brought by the story "Foxes Growing Vegetables" and know the moral of this story.
Second, the activity objectives:
1, understand the story and the dialogue between the rabbit and the fox.
2, preliminary understanding of the relationship between vegetable parts and consumption.
3. Participate in the role of story performance and start a dialogue.
Third, the activity preparation:
1, children's book "Foxes Grow Vegetables".
2. Headdresses and pictures of foxes and rabbits.
Fourth, the activity process:
1), guess the story.
Show the pictures of the fox and the rabbit. Both the fox and the rabbit are going to grow vegetables. Guess what will happen? Who grows better food?
2) The teacher tells stories and asks questions;
-The story tells who grows vegetables with whom?
-What kind of food does the fox grow? (Small and thin) What does the rabbit grow? (big and fat)
-What dishes did the fox and the rabbit grow? (carrots, spinach, corn)
3) teachers and students * * * read:
What did the fox say when they first planted vegetables? The part where it wants vegetables? How do rabbits do it? What did the fox get at the last harvest?
What did the fox say when he planted vegetables for the second time? Where does he want vegetables? How do rabbits do it? What did the fox get at the last harvest?
What did the fox say when he planted vegetables for the third time? The part where he wants vegetables? (Leaves and roots) How do rabbits do it? What did the fox get at the last harvest?
-children practice the dialogue and movements between rabbits and foxes.
4) Collective discussion:
Who do you like in the story? Why?
-Where can I eat carrots, spinach and corn?
Besides carrots, spinach and corn, you also know which vegetables eat roots, stems and leaves.
5) Role performance:
-The teacher plays the fox, and the children play the rabbit.
-The boy plays the fox and the girl plays the rabbit.
-Show the pictures, and the children can freely choose their roles to perform the dialogue.
V. Extension of activities:
-Let the children go home and perform for their parents.
-perform and learn how to grow vegetables with mom and dad.