Small class Chinese one, two and three get up by themselves teaching plan 1 activity goal:
1, in the process of watching and speaking, understand the contents of the puppet show and learn the short sentences of "Don't be afraid, elephant, I'll help you up" and "Don't be afraid, get up on one, two and three".
2. Being able to get up and be a brave child is not afraid of difficulties.
3, through multimedia teaching, preliminary understanding of the story content, remember the main plot of the story.
4. Be able to listen to others quietly, think positively and experience the fun of literary activities.
Highlights and difficulties of the activity:
Understand the content of the puppet show and learn the short sentence "Don't be afraid, elephant, I'll help you up" and "Don't be afraid if you fall, get up on your own in one, two and three".
Activity preparation:
Story map activity process:
First, show pictures to arouse children's interest.
Teacher: The teacher invited several small guests today. Who do you think it is? (showing the picture of an elephant falling and crying) Hey! What happened to the elephant?
(Guide the children to talk about the picture content. Design intention: through intuitive observation, arouse children's interest and prepare for the next content.
Second, the initial perception: (tell the story in segments and discuss it while listening)
1, the first story (rabbit appears) Teacher: Our second little guest has arrived. Let's see who it is.
Teacher: What is the rabbit doing? Let's hear what it says. Don't be afraid, elephant. Let me help you stand up. Teacher: What happened later?
(Little Nutbrown hare says, "Hey, you are too heavy, I can't help you")
2. The second story (the appearance of the pig) Teacher: Here comes the pig. Let's see what it says.
Practice the above short sentences in groups. "Don't be afraid, elephant. Let me help you up. " ) Teacher: Did the pig put the elephant down? (No) Teacher: What can a pig say?
(The pig said, "Hey, you are too heavy for me to help." . )
3. The third story (the kitten appeared "meow meow") Teacher: The next little animal is a little shy to see so many children. Let's shout it out together Teacher: Guess what the kitten will say to the elephant when it falls to the ground?
Please invite some children to the stage and say to the elephant, "Don't be afraid, elephant, I'll help you up")
4. Teacher: Who is helping the elephant? (Rabbit, pig, kitten) Did they help the elephant up? Teacher: None of the three small animals can support the elephant. What can we do?
(1) Let the children discuss how to make the elephant stand up.
(2) Individual children talk about their own methods (2-3).
5. The last story.
Teacher: What did the little animal say to the elephant? Is the elephant up yet?
(Guide children to practice the phrase "Don't be afraid, get up on one, two, three") Design intention: tell stories to children in stages and show relevant pictures, so that children can understand the story content and experience the fun brought by activities by talking about small animals.
Third, repeat perception: (Look at the picture and tell the story completely, and guide the children to learn to tell)
1, indicating the name of the story.
2. Ask children to learn to talk to teachers while looking at pictures.
Fourth, migration and application:
1, show the picture of the child, he fell down.
Teacher: Oh dear, the child fell down. What should we tell him?
2. Teacher: What would you do if you fell?
3. Summary: Encourage children to fall, don't be afraid, get up by yourself and be a brave child.
Design intention: Go from the story to the children's life, and let them know that in the usual activities, we should also "fall down, don't be afraid, get up on our own in one, two and three" like the elephants in the story.
Teaching reflection:
Through this activity, most children can actively participate, grasp the key points and difficulties of the activity in a relaxed atmosphere of singing, listening, moving, thinking and trying, and let the children participate in the whole activity happily, so as to achieve the purpose of the activity.
Small class Chinese one, two, three, get up by yourself teaching plan 2 activity goal:
1. I like to listen to stories, know the content of stories, and know how to get up when I fall.
2. socialist short sentence: xx don't be afraid, get up by yourself.
3. Help children experience and understand stories and try to explain simple things.
4. Through multimedia teaching, initially understand the content of the story and remember the main plot of the story.
Focus of activities:
Understand the content of the story and know how to get up when you fall.
Activity difficulty:
Don't be afraid, get up by yourself.
Activity preparation:
1. Background map consistent with the story.
2. Pictures: children, bears, lambs, rabbits and mice.
3. Photo and video activity process:
(1) At the beginning, show a picture of a bear crying and import it into the activity.
Teacher: Who is this? What happened to the bear? Guess why it is crying?
(2) Basic part
1. Guide the children to enjoy the story in sections.
Teacher: Then why does the bear cry? Let's listen together!
The first paragraph of the story asks: What happened to the bear? The bear fell, what should I do?
In the second paragraph of the story, the lovely lamb appeared and asked: Who came again and how did it do it?
(3) In the third paragraph of the story, the rabbit appeared "skipping" and asked:
Who is going to help the lamb again?
(2) The rabbit came to help the lamb, but did the rabbit pull the lamb up? What happened to yourself?
In the fourth paragraph of the story, the little mouse appeared: Hello, children!
Q: Who is here? What happens when the mouse comes?
The teacher performs the "fall" link (practice saying the short sentence "fall, don't be afraid, get up on your own in one, two and three")
In the fifth paragraph of the story, a beautiful and kind child appeared and asked: What will the children say when they come?
Summary: If you fall, you should get up by yourself and be a brave baby.
2. Teachers and students tell stories completely and ask individual children to act in roles.
Explain the name of the performance.
Let the children tell stories to the teacher while watching the performance.
3. Migration and application:
Q: What would you do if you fell? What would you say to someone who falls?
Summary: Encourage children to fall, don't be afraid, get up by yourself and be a brave child.
(3) Finally, look at the crying photos at school with the children, and then look at the video of bravely entering the kindergarten now.
Activity reflection:
Judging from the goal set by the teacher, it is still reasonable. Practice short sentences according to the requirements of language activities. At the same time, it also infiltrated moral education and bravely educated children. Therefore, the choice of materials and the goal of activities are very suitable for children of small class age. Grasping the key points is also more accurate, highlighting the linguistic nature of language activities.
From the whole process of the activity, a picture of a bear crying was used to attract children's attention, so that children could naturally integrate into the plot of the story in the process of watching and telling, and their initiative was better played. In the design process of teachers' activities, all links are closely linked and the transition is natural. Good teaching forms make children's participation better and the resonance between teachers and students better. When using headdress to perform, the children's enthusiasm for participation is very high, and the activities reach a climax. The photos and videos at the end of the activity are connected with the children's existing experience, so that children can easily understand the truth of "not crying" and "being brave".
But as a language activity, in general, children learn less dialogues, especially short sentences that need to be mastered, so that more children can practice speaking. In addition, from the beginning of children's activities, they said "get up by yourself", but the teacher didn't respond, and the transition seemed a bit stiff. In the activity, the teacher still lacks a certain ability to improvise and adjust in time according to the child's ability.
Design intention of small class Chinese 1, 2, 3 and self-study teaching plan 3
In view of the strong dependence of small class children on behavior habits, this story is chosen as a way and means of "hidden demonstration" to transfer the plot of small animals getting up after falling to children's normal life, so that children are willing to try "doing it themselves" in their daily life. Activities adhere to the principles of intuition and operation, so that children can understand the content of the story through direct observation and comparison, and fully experience the sense of success and fun of "one, two, three, get up by yourself", so as to achieve emotional recognition and understanding.
moving target
1, initially feel the interesting plot in the story, and know in the emotional experience: get up when you fall.
I am interested in learning the story "One, two, three, get up by yourself".
Activities to be prepared
1, a set of background pictures and stickers of bears, sheep, rabbits, rats and monkeys.
2. Make two little books "One Two Three, Get Up by Yourself".
3. Three sets of plush toys (a bear, a lamb, a rabbit, a mouse and a monkey).
4. Teachers create animal groups with obviously different sizes in the area, and guide children to have a look and compare in daily life, and talk about who is big and who is small, who is fat and thin, who is strong and who is weak.
5, flash comics, projectors.
Activity process
1, the teacher asked questions to arouse children's memories and tell their own life experiences.
Teacher: Have you ever fallen, little friend? What would you do if you fell?
Guide children to tell their own experiences and solutions.
2。 Tell stories while playing flash animation.
Teacher: Some small animals fell here just now. Let's see who it is. How did they do it?
The teacher told the story with emotion, and the children watched the animation completely.
3. Listen in sections and feel the story.
Combined with the content of the story, use exaggerated movements and tone to guide the children to feel the interesting plot of four animals pulling each other, but in the end they all fell to the ground.
4. Children will operate and demonstrate in groups to experience emotions.
Children choose their own plush toys, and teachers guide children to demonstrate the scenes of bears, lambs, rabbits and mice getting up one after another, and fully feel the meaning of the sentence "one, two, three, get up by yourself". Implicit guidance for children to fall can get up by themselves without being pulled by others, resulting in a pleasant emotional experience.
5. Personal operation, listening and speaking.
Play the story tape, let the children paste the small animals in the story background picture according to the story plot, let the children experience the story of falling and getting up by themselves again, and learn to tell the story of "one, two, three, getting up by themselves".
Activity expansion
1, provide the book "123, get up by yourself", and children can read and talk freely.
2. Encourage children to fall down in daily life without crying and get up by themselves.
Design evaluation
In the teaching process of "one, two, three, get up by yourself", there are collective discussions in the whole class-discussion about the falling of small animals, cooperation and exchange among children's groups-deduction of story in partnership, individual thinking and operation of children-pasting complete stories with pictures. Appropriate opportunities for group activities and individual activities should be increased in collective teaching, so that every child has the opportunity to choose a learning style, method and speed that suits him/her, show his/her ideas and boldly express his/her views and opinions.
data link
One, two, three, get up by yourself
What a nice day! The sun is red and the grass is green. A little bear happily went to play on the grass. Suddenly, Boom, boom! "The bear fell down. The lamb saw it and pulled the bear, "jump! The lamb also fell down. The rabbit saw it and pulled the lamb. "swoops down! ""The rabbit fell.
The mouse saw it and came to pull the rabbit. "pounce!" "The mouse also dropped. The little monkey saw it and shouted at once. One, two, three, get up by yourself! " Bear, lamb, rabbit and mouse got up one by one, and the little animals played happily together on the grass!
Small class Chinese 1, 2, 3, get up by yourself, lesson plan 4, activity requirements
1, initially feel the interesting plot in the story, and get up when you know you fell down in a pleasant emotional experience.
2. Interested in learning "one, two, three, get up by yourself".
Second, the key points and difficulties
Can distinguish between big and small animals and understand why small animals are too weak to pull big animals.
Third, the creation of materials and environment.
1. Desktop demonstration teaching AIDS (one set for bear, sheep, rabbit, mouse and monkey)
2. Two homemade books, one, two, three, get up by yourself.
3. Plush toys (a bear, a sheep, a rabbit and a mouse)
Fourth, design ideas.
Small class children's speech development is characterized by small vocabulary, shallow understanding of word meaning, simple sentences as the main language, and unintentional attention as the main cognitive development. Novel, interesting and movable objects are easy to attract children's attention. Therefore, in story teaching, we should choose short stories that are beneficial to children's understanding, adopt intuitive and operational methods, help children understand the story content through direct observation and comparison, and at the same time understand "why small animals can't pull big animals" by asking questions. Through the creation of the situation, we can fully experience the sense of success and fun of "one, two, three, get up by yourself" in the interesting situation where small animals pull each other but fall, so as to achieve emotional recognition and understanding.
In view of the strong dependence of small class children on their usual behavior habits, the plot of small animals getting up by themselves after falling is transferred to their daily lives by means of "hidden demonstration", so that children can try to "do it themselves" in their daily lives.
Verb (abbreviation of verb) activity flow
Create a scene, compare the size-operation demonstration, emotional experience-active participation, listening and speaking-activity extension.
(A) the creation of scenarios, compare the scale
A little preparation before teaching activities is helpful to decompose the possible difficulties in teaching.
Teachers create several groups of animals with obvious differences in size in the area, guide children to have a look, compare and talk about who is older and younger in daily life; Who is fat and who is thin; Who is strong and who is weak, and so on.
(2) Listen in sections and feel the plot.
Ask the children to listen to the story in segments. There are key tips in and after the story:
1, the children feel the interesting plot of four animals pulling each other, but in the end they can't afford to fall to the ground.
2. Teachers can combine the story content and use exaggerated movements and tone to arouse children's happy emotional experience.
3. Use the question "Ah, how did all four animals fall?" Arouse children's further understanding and feelings.
(C) Operation demonstration, emotional experience
1, use the desktop demonstration AIDS, tell the first paragraph of the story while demonstrating, and ask questions appropriately. (with teaching AIDS)
(1) Why can't a lamb pull a bear? (Through intuitive operation comparison, I feel that the lamb is small and the bear is big. 〕
(2) Ask children individually and collectively in turn to talk about why rabbits and mice can't pull each other.
2. Draw out the last paragraph of the story through the operation demonstration. The little monkey shouted, "One, two, three, get up by yourself."
3. The teacher demonstrates the scene that a bear, a lamb, a rabbit and a mouse get up one after another, so that the children can fully feel the meaning of the sentence "One, two, three, get up by yourself". Implicit guide children to fall can get up by themselves, without others pulling. And produce a pleasant emotional experience.
Actively participate, listen and speak.
1, with plush toys as the "attraction point", let children experience falling and get up again.
2. Combined with the operation demonstration, the children threw themselves into it with great interest and said, "-two, three, get up by yourself."
(5) Extended activities
1. Provide the book "One, Two, Three, Get Up by Yourself" for children to read and talk freely.
2. Guide children to fall down without crying in daily life and get up by themselves.
(6) Teaching aid design
(7) Introduction of works
Story "123, get up by yourself"
What a nice day! The sun is red and the grass is green. -A little bear happily went to play on the grass. Suddenly, "jump!" The bear fell.
The lamb saw it and came to pull the bear. "pounce!" "The sheep also dropped. The rabbit saw it and pulled the lamb. " Pounce! ""The rabbit fell.
The little mouse saw it and pulled the rabbit "jump!" " "The mouse also dropped. The little monkey saw it and quickly shouted, "one, two, three, get up by yourself!" ""The bear, the lamb, the rabbit and the mouse all got up one by one, and the little animals played happily together on the grass!
Small class Chinese one, two, three, get up by yourself teaching plan 5 activity goal:
1。 I like to listen to stories, understand the content of stories, and know how to get up when I fall.
2。 Don't be afraid, get up by yourself.
Focus of activities:
Understand the content of the story and know how to get up when you fall.
Activity difficulty:
Don't be afraid, get up by yourself.
Activity preparation:
1。 A background picture that matches the story.
2。 Photo: Children, bears, lambs, rabbits and mice 3. Photos, videos
Activity flow:
(a) the beginning part
Show a picture of a bear crying and import it into the activity.
Teacher: Who is this? What happened to the bear? Guess why it is crying?
(2) Basic part
1。 Guide the children to appreciate the story in segments.
Teacher: Then why does the bear cry? Let's listen together!
The first paragraph of the story asks: What happened to the bear? The bear fell, what should I do?
In the second paragraph of the story, the lovely lamb appeared and asked: Who came again and how did it do it?
(3) In the third paragraph of the story, the rabbit appeared "skipping" and asked:
Who is going to help the lamb again?
(2) The rabbit came to help the lamb, but did the rabbit pull the lamb up? What happened to yourself?
In the fourth paragraph of the story, the little mouse appeared: Hello, children!
Q: Who is here? What happens when the mouse comes?
The teacher performs the "fall" link (practice saying the short sentence "fall, don't be afraid, get up on your own in one, two and three")
In the fifth paragraph of the story, a beautiful and kind child appeared and asked: What will the children say when they come?
Summary: If you fall, you should get up by yourself and be a brave baby.
2。 Teachers and students tell stories completely and ask individual children to act in roles.
Explain the name of the performance.
Let the children tell stories to the teacher while watching the performance.
3。 Migration and application:
Q: What would you do if you fell? What would you say to someone who falls?
Summary: Encourage children to fall, don't be afraid, get up by yourself and be a brave child.
(3) Conclusion.
Watch the picture of crying at school with the children, and then watch the video of bravely entering the kindergarten now.
Activity reflection:
Judging from the goal set by the teacher, it is still reasonable. Practice short sentences according to the requirements of language activities. At the same time, it also infiltrated moral education and bravely educated children. Therefore, the choice of materials and the goal of activities are very suitable for children of small class age. Grasping the key points is also more accurate, highlighting the linguistic nature of language activities.
From the whole process of the activity, a picture of a bear crying was used to attract children's attention, so that children could naturally integrate into the plot of the story in the process of watching and telling, and their initiative was better played. In the design process of teachers' activities, all links are closely linked and the transition is natural. Good teaching forms make children's participation better and the resonance between teachers and students better. When using headdress to perform, the children's enthusiasm for participation is very high, and the activities reach a climax. The photos and videos at the end of the activity are connected with the children's existing experience, so that children can easily understand the truth of "not crying" and "being brave".
But as a language activity, in general, children learn less dialogues, especially short sentences that need to be mastered, so that more children can practice speaking. In addition, from the beginning of children's activities, they said "get up by yourself", but the teacher didn't respond, and the transition seemed a bit stiff. In the activity, the teacher still lacks a certain ability to improvise and adjust in time according to the child's ability.
Small class Chinese, one, two, three, get up by yourself, lesson plan 6, design ideas;
2 1 century needs high-quality talents, so it is very important to cultivate children's courage, self-confidence and fearlessness from an early age. According to the goal of small class next semester, one of them is: "initially cultivate children to be independent of others and learn to overcome simple difficulties." Combined with the actual situation of children in our class: more dependent on parents and family elders; Children cry when they encounter a little thing; Self-care ability is weak, afraid of difficulties. So I designed the activity of "getting up by myself on one, two and three". As a language activity, combined with the cognitive goal of "guiding children to learn Putonghua and boldly expressing their thoughts and wishes", I focused my language goal on two short sentences: "Don't be afraid, elephant, I will help you up" and "Don't be afraid, get up on your own in one, two and three". In addition, children in small classes are interested in puppet shows. Through watching and discussing, let the children talk to the puppet, find ways for the puppet, let the children boldly express their ideas in more standardized language in happy activities, and encourage the children to be brave when they fall down and get up.
First, the purpose requirements:
1. In the process of watching and speaking, understand the contents of the puppet show and learn short sentences such as "Don't be afraid, elephant, I'll help you up" and "Don't be afraid, get up on one, two and three".
2. Encourage children not to be afraid of difficulties, get up when they fall, and be a brave child.
Second, the focus of activities:
Understand the content of the puppet show and learn the short sentence "Don't be afraid, elephant, I'll help you up" and "Don't be afraid if you fall, get up on your own in one, two and three".
Third, activity preparation
Puppets: elephants, rabbits, pigs, kittens; Ask two teachers to rehearse the performance content and arrange the performance scene in advance.
Fourth, the activity process:
(1) Arouse interest: Today, the teacher invited several small animals to perform. do you want to see it ?
(2) Preliminary perception: (Watch the performance in sections and discuss while watching)
1, from the beginning-Little Nutbrown hare said, "Hey, you are too heavy for me to help."
Q: (1) What happened to the elephant?
(2) What did the rabbit say when he saw the elephant fall?
Don't be afraid, elephant. I'll help you up. First, individual children answer, and then practice in groups. )
2, from the appearance of the pig-"Hey, you are too heavy, I can't afford it."
Who will help the elephant again? What does it say? (Practice the above short sentences collectively)
3, the kitten appeared "meow meow"
Q: (1) Who will help the elephant again?
(2) What will the kitten say to the elephant?
Please invite some children to the stage and say to the elephant, "Don't be afraid, elephant, I'll help you up")
4. Transition issues:
Three small animals can't support an elephant. What can we do?
(1) Let the children discuss how to make the elephant stand up.
(2) Individual children talk about their own methods (2-3).
Step 5 watch the last performance
Q: What did the animal say to the elephant? Is the elephant up yet?
(Practice the short sentence "Don't be afraid to fall, get up on your own in one, two and three")
(3) Repetitive perception: (watch the performance completely and guide the children to learn to speak)
1, indicating the name of the performance.
2. Let children perform with small animals while watching the performance.
(4) Migration and application:
1, Xiuxiong, it fell while walking. Teacher: Oh dear, the bear fell down. What should we tell him? )
2. What would you do if you fell down?
3. Summary: Encourage children to fall, don't be afraid, get up by yourself and be a brave child.
Small class Chinese 1, 2, 3, self-study teaching plan 7 Design intention
In view of the strong dependence of small class children on behavior habits, this story is chosen as a way and means of "hidden demonstration" to transfer the plot of small animals getting up after falling to children's normal life, so that children are willing to try "doing it themselves" in their daily life. Activities adhere to the principles of intuition and operation, so that children can understand the content of the story through direct observation and comparison, and fully experience the sense of success and fun of "one, two, three, get up by yourself", so as to achieve emotional recognition and understanding.
moving target
1, initially feel the interesting plot in the story, and know in the emotional experience: get up when you fall.
2。 Interested in learning to tell stories "one, two, three, get up by yourself".
Activities to be prepared
1。 A set of background pictures and stickers of bears, sheep, rabbits, rats and monkeys.
2。 Self-made two short books "One Two Three, Get Up by Yourself".
3。 Three sets of plush toys (a bear, a lamb, a rabbit, a mouse and a monkey).
4。 Teachers create several groups of animals with obviously different sizes in the area, guide children to have a look and compare them, and talk about who is big and who is small and who is strong and weak in daily life.
5。 Flash cartoon, projector.
Activity process
1。 Teachers ask questions to arouse children's memories and tell their own life experiences.
Teacher: Have you ever fallen, little friend? What would you do if you fell?
Guide children to tell their own experiences and solutions.
2。 Tell stories while playing Flash animation.
Teacher: Some small animals fell here just now. Let's see who it is. How did they do it?
The teacher told the story with emotion, and the children watched the animation completely.
3。 Listen and feel the story in segments.
Combined with the content of the story, use exaggerated movements and tone to guide the children to feel the interesting plot of four animals pulling each other, but in the end they all fell to the ground.
4。 Children operate demonstrations in groups and experience emotions.
Children choose their own plush toys, and teachers guide children to demonstrate the scenes of bears, lambs, rabbits and mice getting up one after another, and fully feel the meaning of the sentence "one, two, three, get up by yourself". Implicit guidance for children to fall can get up by themselves without being pulled by others, resulting in a pleasant emotional experience.
5。 Personal operation, listening and speaking.
Play the story tape, let the children paste the small animals in the story background picture according to the story plot, let the children experience the story of falling and getting up by themselves again, and learn to tell the story of "one, two, three, getting up by themselves".
Activity expansion
1。 Provide the book "One Two Three, Get Up by Yourself" for children to read and talk freely.
2。 In daily life, encourage children not to cry when they fall, and not to cry when they get up.
Design evaluation
In the teaching process of "one, two, three, get up by yourself", there are collective discussions of the whole class-discussions about the fall of small animals, cooperation and exchanges of children's groups-joint interpretation of stories, and individual thinking and operation of children-pasting complete stories with pictures. Appropriate opportunities for group activities and individual activities should be increased in collective teaching, so that every child has the opportunity to choose a learning style, method and speed that suits him/her, show his/her ideas and boldly express his/her views and opinions.
Information link.
One, two, three, get up by yourself
What a nice day! The sun is red and the grass is green. A little bear happily went to play on the grass. Suddenly, Boom, boom! "The bear fell down. The lamb saw it and pulled the bear, "jump! The lamb also fell down. The rabbit saw it and pulled the lamb. "swoops down! ""The rabbit fell.
The mouse saw it and came to pull the rabbit. "pounce!" "The mouse also dropped. The little monkey saw it and shouted at once. One, two, three, get up by yourself! " Bear, lamb, rabbit and mouse got up one by one, and the little animals played happily together on the grass!