"The crow drinks water" is an interesting and easy-to-understand children's story. It tells the story of a crow who finally drinks water after thinking and trying. The story is humorous, the plot is ups and downs, and there is no lack of educational significance. It is a good material for children's language activities.

The "Guidelines for Kindergarten Education" puts forward: "The design of kindergarten activities should not only meet the actual needs of children, but also be conducive to their long-term development, both in line with their existing level and challenging." Therefore, in this activity, I not only designed teaching methods that children like, such as picture teaching, but also added links to guide children to retell stories. Let children form a teaching synergy by playing with middle school, playing with snow and entertaining.

Combining the psychological development of children in our class with their love of reading and imitation, I expanded and integrated the story content, and created an interesting and life-oriented "language situation", so that children can know life, experience life, think about life, solve practical problems in life, and educate children to be diligent and brave, not trying to save trouble, not afraid of hardship and fatigue, thus promoting children to form good moral character and character.

Analysis: In the teaching plan, the design intention is the first link, but in the teacher qualification examination, candidates are not required to write the design intention, and candidates can grasp it flexibly according to their own abilities and time.

Second, the activity objectives

1. Cognitive goal: Understand the main content of the story and know how the crow finally drank the water.

2. Ability goal: You can simply retell the main content of the story with pictures and boldly perform the role.

3. Emotional goal: to perceive the different characteristics of the main characters and experience the cleverness and wit of the little crow.

Analysis: the goal is the orientation of trying, and the process of trying is to achieve the goal of the activity. The two complement each other. Although the process of trial lecture is directly facing the examiner, the teaching plan is the guarantee of the whole activity. The writing of goals must be specific and operable, and keep the children's subjectivity consistent.

Third, activities are both important and difficult.

Activity focus: Children can boldly retell the main content of the story in complete words.

Activity difficulty: experience the happiness of participating in activities and expressing boldly.

Fourth, activity preparation

Materials preparation: exquisite books, story wall charts and multimedia courseware.

Verb (abbreviation of verb) activity process

(1) Actively import parts

Finger Rhythm in The Little Crow

Teachers organize children to review the introduction of crow's finger rhythm, lead to the activity theme-crow, and stimulate children's interest in learning.

Teacher: Children, do you remember the finger rhythm of crows that we learned yesterday? Let's perform with the teacher.

(2) the basic part of the activity

The teacher read the story completely.

Combining the use of picture books, the teacher read the story of "crow drinking water" to the children in vivid language. And ask questions after reading the model.

Teacher: Children, did the little crow finally drink water? How does it drink water?

② Use pictures and other forms to understand the story in sections.

The teacher shows the first picture, guides the children to observe the pictures and asks, "What are these pictures, children?" ? What happened to the little crow? "

The teacher shows the second picture and guides the children to discuss in groups. "Kid, how did the little crow think of drinking water?"

Finally, the teacher guides the children to watch courseware cartoons, so that the children can review the whole story and deepen their understanding.

③ Teachers summarize and guide children to retell stories.

The teacher guided the children to retell the whole story by asking questions.

(3) the end of the activity

The teacher led the children to the art district and guided them to tell stories and draw pictures at the climax. Teacher: "Children, let's draw a picture of the story together."

Activity expansion

Teacher: "Son, go home and tell stories and share them with your parents."