Small class language small house teaching plan 1 activity goal
1, initially understand the content of the story, experience the changes brought about by modern urban construction, and produce beautiful feelings of loving hometown.
2. Feel the unique features of some old buildings in life and express your opinions boldly.
3. Fully feel the childlike interest of the story through the combination of language expression and action.
4. Be able to listen to the story carefully and understand the main story.
5. Guide children to learn in stories and games and realize life.
Activity process
Step 1: Tell a story
1 teacher, today the teacher brought you a very nice book, Little House. What kind of small house do you think it is? Come, source, think quickly, case network > (Guide children to observe the small house carefully and find the special features of the small house and the smiling expression, which is in sharp contrast with the expression changes of the small house behind the story:)
There are more and more friends around the small house. The small house is very curious. It doesn't know what the city is like. Let's tell the small house what the city is like.
Summary: There are tall buildings, street gardens and neon lights in the city ... It is no wonder that small houses are curious about the city.
(By telling stories, children can express themselves freely and feel some characteristics of city life, and guide children to fully feel the convenience brought by urbanization. Teachers can summarize them in time to help children improve their language skills.)
Link 2: Lead to the problem
1, Teacher: Now there are beautiful neon lights, wide roads, quiet street gardens and modern high-rise buildings. It is very convenient to take the bus and subway when you go out. However, the small house is unhappy. Why? (Guide children to observe the expression of small houses in the picture and pay attention to noise and air pollution in the city:)
2. Teacher: The small house is so broken that no one lives in it. Some people propose to tear it down, but some people don't agree. What about your's opinion?
(This session aims to lead to the question-whether to demolish or not to demolish a small house. Children will discuss in the form of group debates and explain their own reasons. )
Link 3: Migration experience
1 watch PPT
Teacher: What you have said is very reasonable. Don't rush to a conclusion whether to tear down the small house or not. Let's take a look at those small houses or old houses around us. (The old buildings presented in PPT are: Customs Clock, tsat po street, Chenghuang Temple and Shikumen on the Bund. )
2 Focus on observation and communication
Teacher: Have you seen these old houses? Let's take a closer look at them. These old houses in Shanghai are as old as the small houses in the story, but they have not been demolished. After being rebuilt, they have become a unique landscape in Shanghai, making our city more beautiful.
3, contact life, transfer experience
Teacher: The small house in the story was not demolished at last, but a garden was re-opened around the small house, which became a landscape of the city. Those old houses that make the city more beautiful need the care of all of us. Besides the old houses we saw before, are there any such old houses around you? Let's look for them together in the future.
(The teacher modified the end of the story and placed the small house in the green space of the city, thus causing children to pay attention to the old houses around them, so that children can realize that the old houses and modern buildings can be "harmonious" and make the city more beautiful. )
Activity reflection
Nowadays, it has become a "trend" to use children's picture books in kindergarten teaching activities, but how can picture books better serve the theme background of kindergartens and expand children's life experience? This requires teachers to carefully interpret picture books, especially some foreign children's literature works. In the process of interpretation, teachers also need to connect the contents of the works with the customs of China and the thinking habits of China people, especially the real life, existing experience and cognitive development level of children.
In this activity, teachers have a thorough understanding of picture books and grasped some mainstream ideas promoted in the works: the development speed of the city is amazing, but we should protect the precious legacy left by our predecessors-the old buildings with a long history, and put forward in the activity goal that children should know about the city where they live and have feelings of loving their hometown.
The original content of Little House is rather lengthy, involving seasonal changes, changes in human living environment, social development, changes in people's emotions, etc. If the picture book is "taken in its entirety" for children to enjoy, analyze and discuss, it obviously does not meet the cognitive development level and learning characteristics of large-class children. Therefore, the teacher processed the teaching materials, skillfully presented the protagonist "Little House" in the works as a living and emotional role, let the children experience the emotional changes of the little house, and timely threw out a key question "Do you want to tear down the little house", which aroused the children's thinking conflict and triggered a heated discussion.
What is worthy of recognition is that the PPT used by teachers in teaching activities is completely based on real life. This group of pictures from the old house in life makes the debate about "whether to tear down the small house or not" return to the real life of children, and makes children recall in appreciation, expand their experience in appreciation and learn to think in appreciation. The teacher's way of dealing with this makes the difficulty of mathematics "solved" and the teaching focus more prominent.
The 20 1 0 Shanghai World Expo is a hot topic for children in recent years, so it is suggested that teachers can throw questions at the end of teaching activities: "The Shanghai World Expo is about to open, and many old houses in the city have been demolished. Why?" Then, teachers can play some photos of the World Expo pavilions, so that children can talk while enjoying them: "Besides the old buildings, there are many new buildings in our city. What is this place?" From this, follow-up activities can be triggered: find out what changes have taken place in our city. What other places in our city need to be changed?
With Story: Small House (Adapted)
A long time ago, there was a small house in the countryside far outside the city! This is a beautiful and solid house. The owner of the house said: He will never sell the small house, and he will let his children and grandchildren live in it.
The little house sits happily on the hill and looks at the countryside around it every day: in the morning, it watches the sun rise slowly. At dusk, it watched the sun go down slowly: every day, it was a little different. However, our little house was always the same. The little house also liked the night. At night, it could look at the stars and the moon. When there were no stars and the moon, it just looked at the lights of the distant city. The house had never been to the city. It was very curious. It didn't know what the city was like.
Around the small house, some changes have also taken place. One day, the small house was surprised to find a big truck coming, and all kinds of big stones and small stones were unloaded from the big truck. Before long, a highway was built.
With the highway, this place is much more convenient. Many people come, and everyone has built many small houses to live in. The small houses have more and more friends, and it feels so lively.
Now, the small house looks at all kinds of cars coming and going from the other side of the city ~ soon, everyone finds that the house is not enough to live in. What should we do?
People have built tall apartment buildings around small houses, and more and more people live in apartment buildings. Some people drive their own cars to work, but some people don't have cars, which is very inconvenient. So, soon a bus came and went in front of the small house.
There are more and more people, and the traffic on the ground is getting more and more crowded, so people have built viaducts again.
The traffic is more and more convenient, and more and more people live here, so people tear down tall apartment buildings and build skyscrapers.
Now there are beautiful neon lights, wide roads and tall buildings here. It is convenient to take the bus and subway when you go out. But why is our little house unhappy?
People suddenly found that the small house was getting more and more shabby, but it was still a good little house inside.
The small house can no longer see the sun, the lights at night are too bright, and the bright small house can't see the stars clearly. The small house misses its old home. It's so nice to see the stars and the moon.
Finally, one day, a man in the city said: the small house is so old that no one lives there, or it will be demolished. As soon as he said this, people in the city quarreled. Some said, "Our house is not enough to live in. Let's tear down small houses and build tall buildings." Some said, "No, no, we can't tear down the small house ..."
Small class language small house teaching plan 2 activity goal:
1, enjoy the story and feel the interest of the house in the story.
2. I like and try to create the ending of the story, and I am willing to learn it with my companions.
Activity process:
1, arouse interest and take out the word card "house". Have you seen a house? What kind of house have you seen?
2. (Show the picture "Brother Bear")
This is my friend Brother Xiong. He found an interesting house in the Woods. Let's go and have a look.
3. Understand the story, show the background picture and ask questions while telling:
What might be the smell of a small house? Why didn't Brother Bear run away?
(Should I escape? Why? ) Brother Xiong likes honey very much, so why should he paint it on the wall? Is the house discovered by Brother Bear the same as the one we usually see? Tell the story and show the picture "Brother Bear". Ask:
Will Brother Bear go to the Woods? Why? What will happen next?
4. Migration sequel.
You can show pictures for children to paint the house with fragrant things. "Think about who else will come to the small house, and what will happen after coming? Children continue to make up stories and give them names.
Small class language small house teaching plan 3 activity goal:
1. Perceive the characteristics and plot of the main characters in fairy tales, and learn the dialogue in the stories.
2. With the help of the appearance size and height order of the characters, we can further perceive the clues of plot development and remember the dialogue in the story.
3. Actively participate in storytelling activities, and initially experience the happiness of telling stories and playing games with peers.
Activity preparation:
1, small animal pictures: mouse, frog, rabbit, fox, wolf.
2. There are 6 to 7 headdresses for mice, frogs, rabbits, foxes and wolves.
3. Have a preliminary understanding of "field".
4, a book for children.
5, story tape, tape recorder.
Activity process:
First, the teacher leads to the theme through language.
Teacher: Where do you live, little friend? Have you ever seen a house in the field? Next, I will tell you a story "Little House". Listen, who lives in the little house in the field? What will happen?
Second, the teacher tells the story and the children read the book, and initially perceive the content of the story. Suggest that teachers ask questions:
◎ Who is in the fairy tale? Who was the first to find the small house in the field? What did he say?
◎ Who lived in a small house later? What did they say? ..... guide children to recall the main characters in fairy tales, and show the corresponding pictures, which are arranged on the blackboard to help children remember the order in which the characters appear.
◎ Teacher: Some animals live in a small house. What did they say?
The teacher points to the picture and leads the children to tell the story together, waiting in the dialogue place and prompting the children to tell it loudly.
Third, inspire children to create more and more animal images according to the order of animals from small to large, and continue to compile the end of the story.
◎ Teacher: Look at the pictures. Tell me, from the mouse to the wolf, what has changed in these animals? Guess who will see the small house ... Let children boldly create animals (hippos, elephants, dinosaurs, etc.) bigger than the wolf to live in the small house.
Fourth, children boldly tell and perform dialogues.
Teachers and students read children's books and tell stories.
◎ In the form of groups, dress children with animal headdresses, play the role in the story, try to act out the story and tell the dialogue in the story. (You can also play the story tape, so that children can perform along with the recording) ◎ In the process of children's performance, teachers patrol to observe and give appropriate guidance.
Small class language small house teaching plan 4 activity goal
1. Feel the interest of the house change in the story, like and try to continue the story ending.
2. I initially know that when I grow up, I can try to face things.
3. Fully feel the childlike interest of the story through the combination of language expression and action.
4. Be able to listen to the story carefully and understand the main story.
5. Guide children to learn in stories and games and realize life.
Activities to prepare
Pictures and colorless paintings have cards and characters of small houses.
Activity process
First, arouse interest in listening to stories
1. Show me the word: house, what interesting houses have you seen?
2. Arouse interest from the house: Brother Xiong: This is my friend Brother Xiong. He also found an interesting house in the Woods. Let's go and have a look.
Second, listen and guess the story.
1. Understand the story, show the background of the picture, and ask questions while telling.
A What might be the smell in the small house?
B What's sticky on Brother Bear's hand?
C what is anxiety? Why is Brother Xiong upset? What will it do? Why?
Brother D likes honey very much, so why should he paint it on the wall?
2. After the story, ask: Is the house discovered by Brother Xiong the same as what we usually see?
Third, listen completely
1. The teacher tells and demonstrates the pictures.
2. Show Brother Xiong and ask: Will Brother Xiong go to the Woods? Why? What will happen next?
Four: Migrate the sequel story.
1. Show cards to guide children to paint small houses with fragrant things, such as oranges in orange.
2. Children continue to edit (the key is to edit the jam with what flavor, and then edit the children who draw the house with the corresponding color)
Summary of activities
It seems that many stories will happen in this small house. Let's think about it and talk about it later, shall we?
Name the story.
Attached story:
Brother bear was passing by the Woods with a bucket of honey, when he saw a red house. The small house gave off a good smell. "There must be a lot of jam in this house." He thought and stopped, sucking his nose hard. "What a crowd! Let me go into the small house and have a good smell." Brother Bear walked into the small house and found the door open. The house was empty: there was neither jam bucket nor jar. Where is the jam? He was just about to put the sack into the door when he suddenly found a palm glued to the wall. I finally broke my palm off the wall and felt sticky. When I licked it with my tongue, it was sweet. It turned out that the wall was covered with sweet jam. Brother Bear couldn't help licking the jam on the wall. After licking the jam, he became uneasy again: "I ate the jam that people have worked so hard to apply. What should I do?" Brother bear saw the bucket of honey he had brought, and he smiled: "I can paint this bucket of honey on the wall." So Brother Bear painted the little house beautiful yellow, giving off the fragrance of honey. The next day, Brother Bear came to see Brother Bear. Brother Bear said, "There is a house with jam in the Woods!" " Brother Bear smiled: "I know, but now this ion is yellow."
Activity reflection
Jam House tells a story vividly. What is said in the story is understandable and acceptable to children. Brother bear and house are two things that children are very familiar with and love. The development of the plot in the narrative process conforms to the intellectual development of children and the level of language acquisition of middle school children. The activity mobilized children's positive thinking. Arouse the enthusiasm of children's learning. In the future, through continuous efforts, we will better dedicate more exciting activities to children.