The kindergarten "Shadow and Me" lesson plan 1 Purpose:
1, combined with reading and children's own experience, helps children to enrich and deepen their understanding of shadows, especially the relationship between the activities of characters and the changes of shadows.
2. Understand the usage of the word "ye" and learn to use sentence patterns-who is doing what and who is doing what?
3. Guide children to fully observe and discuss pictures.
4. Further deepen the understanding of the relationship between light and shadow, especially the relationship between character changes and shadows.
5. Help children get familiar with the text in the book.
Course plan preparation:
A big book, Shadow and Me, and a small book for children.
Teaching plan process:
1, the teacher leads out the theme of the activity in the form of guessing: everyone has a good friend, black body and black head, who is with you in front of the light and under the moon, but he is dumb. (Shadow). Teacher's question: Where do you see the shadow? Guide children to divergent thinking.
The teacher put forward the theme of this reading-Shadow: Today, let's read a very interesting book.
2. The teacher shows the big book: Guess what this book is about? Guide children to express their views.
3. The teacher opened the first page of the book and asked:
1), what do you see on the picture?
2) Why are there candles?
4. Teacher: Please guess what the people in the book will do with shadows. Let the children read the second page. Teacher's question: You see children and shadows doing it. How did you see that?
5. Take out the third page of the book and stamp it. The teacher asked: I see the shadow in the picture, but I don't know what the children in the book did. Guess what? Let's do it together. Let the children stand up and imitate the shadow. The teacher uncovered the covered paper, and asked several imitated children to stand in front and do actions, and compared them with the characters in the big book. The teacher asked: Why?
6. The display covers the fourth page of the figure. The teacher asked: What does this shadow look like? Transfer children's thinking and guide them to express their different views. Teacher's question: Do you know how children do it? Let the children compare the movements, and the teacher opens the paper: It turns out that the shadow teeth are made by hand.
7. The teacher showed the fifth page covered with shadows. Let the child say: What kind of action will the shadow on the wall do to the child? The teacher quoted the original sentence as a summary.
8. Display the sixth page. The teacher asked: What is the shadow on the picture doing? What are the children doing?
9. Teacher: Let's see how the children are. Where's the shadow? A plot that guides a child's imagination.
10, on page 8, the teacher asked: What did the children find different from the previous color? What did you find missing? Why? Guide the child to say: the shadow is gone. Where there is light, there is shadow.
1 1. Teacher: We watched some interesting things together just now. Now let's watch it completely. The teacher refers to the words in the big book and will speak them completely. Teacher: It turns out that all parts of our bodies can do all kinds of fun things with shadows, such as hands, feet, mouth and so on. Is this little girl doing something? What will the shadow do with it?
What's the difference between a little girl and her shadow? Answer direction: shadows are always black, with only outlines and no details.
Teacher: Let's share this interesting one. The child takes a small book by himself and reads it with the teacher's fingers. Pay attention to guiding the child: read one word at a time.
13, teacher: Now we have to do it with shadows.
(1), go to the playground to find the shadow, and tell the teacher where you found the shadow.
(2), companions play with each other in the shadow.
(3) Children combine shadows to swim out of various shapes, and let a child draw a shadow on the ground with chalk.
moving target
1, understand the contents of ancient poems and recite them with emotion.
2. Try to recite ancient poems and experience the hardships of farmers' labor.
Knowing that food is hard to come by, I have a respect for the farmer's uncle.
Activities to be prepared
1. Experience preparation: Children learn about rice planting and planting process through pictures and videos in advance.
2, material preparation: PPT pictures, rice pictures.
Activity process
First, import pictures to stimulate interest.
Show pictures of all kinds of rice, introduce activities and discuss: we have to eat every day. Where did you instruct us to eat the rice? Arouse children's interest.
Second, recite stories and understand the artistic conception of poetry.
1. Guide children to listen to poems, read Compassion for Peasants, and appreciate and understand ancient poems.
2. Discuss and understand the meaning of ancient poetry.
3. Learn a "hard" word and say a word with "hard".
4. Guide children to learn to read ancient poems with emotion, and initially feel the charm beauty of ancient poems.
Third, try to recite and deepen understanding.
On the basis of children's understanding of the content and meaning of ancient poems, encourage children to look at pictures and try to recite them.
Fourth, exchange and discuss to understand the hardships of farmers' farming.
1, Question: Have you ever seen a farmer's uncle farming? How do they farm? Please study. What do you think of the farmer's uncle's efforts? Guide children to express their ideas and opinions boldly. Show respect for farmers through discussion and know how to cherish food and not waste it.
2. Summary: The poem "Compassion for Farmers" describes the hardships of farmers' labor, reminding us to cherish the hard-won rice noodles and not to waste them.
Kindergarten "Shadow and Me" lesson plan 2 Sharing reading "Shadow and Me" is good.
Activity objectives:
1, combined with the reading content, guide children to further deepen their understanding of light and shadow and cultivate their curiosity to explore.
2, guide children to fully observe and discuss pictures, help children familiar with the text of the reader.
Activity flow:
First, introduce the activities:
We played a lot of games with our own shadow. The teacher has a book here to play games with the shadow. Do you want to read it? The teacher reads the name with reference and reads it with the children.
Second, read a big book: cover the text on the reader and observe the pictures with the children.
Description:
1. Who is that little girl looking at? Why are there shadows?
2. No matter what the little girl does, will the shadow follow?
3. Is the shadow the same as a little girl? What is the difference?
4. Where is the little girl looking at the shadow?
5. Why do shadows disappear?
Third, reading big books:
After observing and discussing the pictures, point to the words and listen to the children. After reading each page, point to the corresponding thing in the book, such as the ear.
Hands and so on. And pay attention to guiding children to understand the meaning of "ye" and the usage of "ye". Then, the teacher leads and the children follow; Please point to the words and read them to everyone, and the rest of the children will follow.
Four, children refer to reading small books, teachers tour guidance.
The shadow of kindergarten and my teaching plan 3 self-made book activity shadow and me
Activity objectives:
1. Cooperate with peers to make books and learn more about the composition of books.
2. Inspire children to match pictures with simple words collectively to further understand the relationship between pictures and words.
okay
Activity flow:
Tell the story of yourself and the shadow first, and discuss the contents of the book in groups.
Second, children make books in groups.
Third, bind it into a book and read it with you.
Kindergarten "Shadow and Me" lesson plan 4 homework activity-where is the shadow of the doll?
Activity objectives:
Try to illuminate the object from different directions and get the experience of the relationship between light source, object and shadow.
Activity preparation:
Paper box (with dolls in it, with a small hole in the left, right and up), flashlight, and several three-dimensional dolls.
Activity flow:
First, introduce the activities:
The cute little doll wants to play shadow games with us, will you?
Second, business activities:
(turns on the flashlight to shine on the doll) Does the doll have a shadow? (Showing the carton) In a small house, there lived a little girl. Look carefully. What's in the house? Where are they in the house? (Up, Back, Left, Right) Please use a flashlight to look at the direction of the doll's shadow through different windows.
Third, children operate and express themselves in their own language.
Fourth, the shadow of obedience.
I want the doll's shadow to come to his left. Where should I put the light? (right) the teacher's demonstration.
Let the shadow of the doll fall below. Which side should the light be placed? (Above)
Five, children's free exploration of grouping.
Kindergarten "Shadow and Me" Teaching Plan 5 Activity Target
1. Enrich and deepen the understanding of shadow, especially the relationship between character activities and shadow changes.
2. Understand the usage of the word "Ye" and learn to use sentence patterns-"Who is doing what, who is doing what.
3. Understand the characteristics of the characters on the basis of perceiving the content of the story.
4. Understand the content of the story, be able to listen carefully and have good listening habits.
Activities to be prepared
A big book, Shadow and Me, and a small book for children.
Activity process
1. The teacher led out the theme of the activity in the form of guessing: "Everyone has a good friend, black body and black head, who is with you in front of the light and under the moon, but he is dumb and doesn't talk." (Shadow) The teacher asked: Where did you see the shadow? Guide children to divergent thinking.
The teacher put forward the theme of this reading-Shadow: Today, let's read a very interesting book.
2. The teacher shows the big book: Guess what story this book is telling? Guide children to express their views.
(1) The teacher turned to page 1 of the big book and asked: What do you see on the picture? Why are there candles?
(2) Teacher: Let the children guess what games the people in the book will play with the shadow. Let the children read the second page. Teacher's question: You see children and shadows playing games. How do you know that?
(3) Take out the third page of the book and stamp it. The teacher asked: I see the shadow in the picture, but I don't know what the children in the book did. Do you know that?/You know what? Let's do it together. Let the children stand up and imitate the shadow. The teacher opened the paper, asked several imitative children to stand in front and do actions, and compared them with the characters in the big book. The teacher asked: Why?
(4) Display the fourth page of the overlay character. The teacher asked: Please tell the children what this shadow looks like. Transfer children's thinking and guide them to express their different views. Teacher's question: Do you know how children do it? Let the children compare the movements, and the teacher opens the paper: It turns out that the shadow teeth are made by hand.
(5) The teacher shows the fifth page to cover the shadow, and asks the children to say: What kind of action will the shadow on the wall do to the children? The teacher quoted the original sentence as a summary.
(6) Display page 6. The teacher asked: What is the shadow on the picture doing? What are the children doing?
Teacher: Let's see, what happened to the children? Where's the shadow? Guide children to imagine the story.
(8) Show the eighth page, and the teacher asks: What do the children find different from the previous page in color? What did you find missing? Why? Guide the child to say: the shadow is gone. Where there is light, there is shadow.
Teacher: We watched an interesting story together just now. Now let's watch it completely. The teacher referred to the words in the big book and told the story completely.
Teacher: It turns out that all parts of our bodies can play all kinds of fun games with shadows, such as hands, feet and mouth. Is it what little girls do and shadows do to children? What's the difference between a little girl and her shadow? (Answer direction: Shadows are always black, with only outlines and no details.
Teacher: Let's share this interesting story. Take a small book by yourself, read the story after the teacher, and pay attention to guiding the children to read word by word.
Teacher: Now we also want to play games with shadows.
(1) Go to the playground to find the shadow and tell the teacher where to find the shadow.
(2) Companions play the game of stepping on shadows with each other.
(3) Children combine shadows of various shapes and let a child draw shadows on the ground with a pen.
Activity reflection:
After learning this lesson, you can basically master the text and achieve the expected effect. Its advantages are as follows:
First, by guiding students to perceive the text as a whole and reporting their favorite sentences through effective group cooperative learning, we can understand the important characteristics of "people" and "shadows".
Second, through the combination of pictures and texts, grasp the key words, so that students can understand that "front-back" and "left-right" are two pairs of antonyms, and that they are also words that indicate the direction, and they can also find out the words that indicate the direction themselves. For example, "East, West, North, South, Up, Middle and Down" and so on, I feel that "man and shadow" are good friends, and the shadow always follows me like a little black dog.
After studying in this class, most students can tell who is in front, who is behind, who is on the left and who is on the right, while a few students can't tell at all.
In addition, there are a few students who don't understand. When does the shadow come first? Under what circumstances did the shadow appear? When is the shadow on the left? When is the shadow on the right? This requires students to understand and observe in after-class exercises, and lead them to play the game of "stepping on the shadow" to deepen their understanding of the text.
Encyclopedia: Shadow is an optical phenomenon. Because objects block the propagation of light and cannot pass through opaque objects, dark areas are what we often call shadows.
Kindergarten "Shadow and Me" Teaching Plan 6 Scientific Activities: Interesting Shadow
Activity objectives:
1, understand shadows.
2. It is preliminarily known that the formation of shadows is due to the scientific principle that objects block light.
3. Through the game, we can initially perceive the relationship between shadow and light, and lead to the reading theme-shadow.
Activity preparation:
1, the teacher demonstrated four paper butterflies, four paper butterflies for each group of children, one form for each and one demonstration diagram for each group.
2, oil pastels, flashlights, scissors.
Activity flow:
First, magic (hand shadow game)
Children, these are a pair of teachers' hands. Teachers use it to do magic. See what I changed with my hands? (puppy)
What is the puppy doing? (opens mouth)
What has changed now? (Peacock)
I became a small animal. Who do you think it is?
Second, a preliminary understanding
What did the children just see? (shadow)
Hands are not in the light, can you see shadows? (can't)
Have you ever seen a shadow? Where is the shadow? (in the sun, under the street lamp ``````````````.
Let's listen to the self-introduction of the shadow.
Third, the slide show-the self-introduction of the shadow
Look, I am the shadow. Everyone has a shadow: mom has a shadow, dad has a shadow, the doll has a shadow, and mom Ji has a shadow.
Ants have shadows like plants. How did I get here? Light and I are good friends. When the light shines on an object, and this object blocks part of the light, I was born.
Question: Do people have shadows? Which objects still have shadows?
How did the shadow come from? Do you think the shadow will move? Can you do movements?
Fourth, the game "Changing Butterfly"
Children, does the butterfly have a shadow? Teacher (Yes) There are four butterflies here. What are their shadows?
Where are the samples? Please guess and then associate the shadow with the object. How do we know your answer is right? (taking photos with a flashlight)
The child carries out the operation experiment and records the results, and the teacher summarizes it.
Fifth, find the shadow
The child is sitting in the classroom now, can he see his own shadow? Think about why you can't see. Where can I see it?
Goodbye? Do you want to see your own shadow? Let's go and find our own shadow together.
Sixth, the child casually said the results of the discovery, and the teacher summed it up.