Middle school classroom story teaching plan: three little pigs 1 activity goal
1. Guide children to develop the virtues of diligence, courage and unity by listening and seemingly understanding stories.
2. On the basis of being familiar with the story, try to perform the story.
Environmental creation
Video Compact Disc
Important and difficult
Try to act out the story on the basis of being familiar with it.
Activity flow:
First, import
In a remote mountain village, there lived a mother pig and her three lovely little pigs. One night, after dinner, mother pig took her children.
Call to the front and solemnly say: "You have grown up and should live independently. When you build your own house, move out. "
Second, watch VCD.
1. What can three little pigs do? What's the difference between the houses built by three little pigs?
2. How did the wolf tear down the house of the boss and the second child?
3. Why can't we tear down the third house?
4. How did the three little pigs deal with the wolf?
5. Which pig do you want to learn from? Why?
Teacher: My third child has the virtues of diligence, courage and unity. I hope the children can be like him.
Third, the story performance
After being familiar with the story, the children choose roles according to their own wishes (mother pig, big brother, second child, third child, general wolf).
Middle School Classroom Story Teaching Plan: Three Little Pigs Chapter II Teaching Intention
Summarizing the story of three little pigs building a house, most children know it, and through the story, children can better understand the story, fully feel the cuteness of the three little pigs in the story, and know that it takes effort to build a house.
moving target
1, understand the story, feel the lovely images of three little pigs, and know that building a house needs hard work.
2. Be able to perform the story boldly according to the content of the story.
Important and difficult
Understand the story and understand that building a house requires hard work.
You can perform boldly.
training/teaching aid
1, wall chart No.20; Children's books industrious people; Tapes and tape recorders.
2. Stick figure of straw house, wooden house and brick house.
Activity flow:
First, recall the story The teacher asked the children to recall the story of three little pigs building a house together and talk about the content of the story.
Second, show wall charts to tell stories.
(1) The teacher tells stories.
Question: What houses did the three little pigs build? Whose house is strong?
Whew, whew, whew, whew, whew, whew, whew, whew, whew, whew, whew, whew, whew, whew, whew.
Why can't the wolf blow away the toot-toot house? (Strong materials and meticulous construction) Tribal Tiger and Lulu are ashamed. What are you determined to learn from Dudu?
(2) Children listen to the story recording and observe the wall charts presented by the teacher one by one.
Problem: The whistling straw house was blown away. Where's the whistle
Lulu's cabin was blown away. What should they do?
How does DuDu deal with the wolf?
Third, children learn to tell stories while watching wall charts and recording.
(1) performance.
Decorate the scene with pictures of straw houses, wooden houses and brick houses. The teacher plays the wolf, the children play the mother pig and the pig, and act out the story.
(2) Children discuss questions: Which pig do you like? What kind of house would you build if it were you? Why?
Teaching reflection:
The content and pictures of the story are very attractive to children, who are very interested, especially when the wolf comes to the pig's house, and the children listen very attentively and seriously.
Story Teaching Plan for Middle School Class: Three Little Pigs Chapter III Activity Objectives
1. Understand the story and feel the beautiful feelings of unity, love and mutual assistance of the three little pigs.
2. Further deepen children's understanding of building materials, so that children can understand that our house should be not only beautiful and generous, but also strong and firm, so that children can have a preliminary understanding of the lightning protection and earthquake resistance of the house.
3. Be able to analyze stories and cultivate imagination.
4. Cultivate children's good habit of speaking boldly and completely.
Teaching emphases and difficulties
Teaching emphasis: increase children's life experience.
Teaching difficulty: understanding of building materials.
Activities to be prepared
1. The teacher collects various pictures of the house with a camera.
2. The story courseware of three little pigs.
3. Some paper and crayons.
Activity process
1, the teacher released pictures of the house for the children to browse, and the teacher-child dialogue led to the topic.
Teacher: Today we saw the house where we live. What materials do you find can be used to build a house?
Child: Wood, straw, stone, mud, brick, bamboo …
Teacher: I brought three friends to meet them today and show them pictures. Who are they?
Child: Three little pigs. Teacher: Yes, today we are going to listen to the story of three little pigs.
2. Show the courseware, and the teacher will tell the story with expressions for the first time according to the pictures to help the children understand the story initially.
3. The children listen to the story for the second time with questions, and ask questions while talking: What materials did the three little pigs build the house with? Who is the strongest and why? Who is the most hardworking in the story? How did you know? Children's independent discussion, teacher-child interaction.
4. According to the child's accumulated life experience, the teacher talks with the child. Show pictures of the house and community where we live, let the children observe the house where we live and deepen their understanding of their own house. In the conversation between teachers and children, the conclusion is that the house we live in is very useful, not only strong and beautiful, but also has the function of lightning protection and earthquake prevention. Further consolidate the life experience of young children.
5. Activity extension: small designer-let children design their own houses, tell the functions of their houses and show them. Compare whose design is the most creative.
Teaching reflection
This activity of combining teaching AIDS deeply attracted children's attention, and children's interest was aroused in the whole process. Children can speak boldly and give full play to their imagination. The dynamic and static collocation is reasonable, and the children get all-round development. This activity has improved children's practical ability and thinking ability. However, in the course of activities, I found that some children's language expression ability is weak and coherence is not enough, which needs to be further strengthened.
Story teaching plan for middle class: Three Little Pigs Chapter 4 Activity objectives:
1, which can vividly show the image characteristics of the wolf and three little pigs.
2. Learn to simply evaluate the game situation of yourself or your companions.
3. In the activity, let the children experience the happiness of playing with their peers and be willing to play with them.
4, can actively participate in game activities, and learn to protect themselves.
5. Learn to play games through activities and feel the fun of the game.
Activity preparation:
Three little pigs, the headdress of the wolf and mother pig, homemade props such as straw house, wooden house and brick house, arranged the performance scene in advance.
Guiding points:
First of all, please let the expressive children demonstrate the story of "Three Little Pigs" again.
Second, think about it and say:
1, whose role do you like best? Why?
2. What kind of tone, expression and action make the role performance more vivid and interesting?
3. Talk to the wolf collectively. When the wolf smashed the house, You Zhu was afraid and anxious to escape.
4. Children perform in groups.
5. Assessment:
Talk about your own or your partner's game.
The teacher must have some children to teach them to vividly show the bright star characteristics of the wolf and the three little pigs.
Story teaching plan for middle class: Three Little Pigs Chapter 5 I. Teaching purpose:
1, let children have a sensory understanding of the story picture, and cultivate their language retelling ability and understanding ability.
2. Express your understanding and comprehension of the story in games such as watching, listening, playing and telling.
Second, prepare:
Books (one for each person), recordings, paper dolls, desktop toys (three-dimensional, flat).
Third, the process:
1) Children read by themselves.
Children read and teachers observe.
Children take the initiative to ask questions.
You can ask the teacher if you don't understand anything. (Children ask questions and try to let them answer what other children can answer. )
2) The teacher prepares questions:
Where do three little pigs live?
Why does mother let the little pigs go out and build their own houses?
What is a thatched cottage?
What are brick houses made of?
The wolf climbed in through the chimney. Why should pig brothers be afraid?
3) Focus on key discussions:
Which house do you think is the best? Why? (notional word: real)
Which pig do you like best? Why?
The teacher tells the story completely, and the children appreciate the complete written language.
4) Children can choose games freely.
Introduce the content of the game one by one, and let the children exercise their hands-on ability in the game.
Story teaching plan for middle class: activity design of three little pigs 6
Nowadays, children are all treasures in the hands of their parents. Parents will spoil their children, which will make them unwilling to do their own things and become lazy. In view of this, I designed the lesson "Three Little Pigs Building a House" to educate children to be diligent and brave, not to save trouble, not to be afraid of hardship and fatigue, and to promote children to form good moral character and character. In addition, in the field of language, the outline points out that the key to developing children's language is to create an environment where they want to speak, dare to speak, like to speak, have the opportunity to speak and get positive response. Therefore. I use this story to exercise children's language development ability.
moving target
1, understand the story and know the strongest reason to build a house with bricks.
2. Be able to simply retell the story and perform the role.
3. Perceive the different characteristics of the main characters and experience the diligence, cleverness and courage of the little black pig.
Important and difficult
The focus of this activity is to be able to simply retell the story. The difficulty lies in letting children understand that things can only be done well if they are not afraid of hardship and fatigue.
Activities to be prepared
The story "Three Little Pigs Build a House" video; Pig head decoration four (mother pig, little white pig, little flower pig, little black pig); Wolf headdress; Multimedia courseware.
Activity teaching method
In order to achieve the teaching goal better, I mainly use questioning method and guidance method to organize my teaching activities.
Activity method
I intend to help children adopt observation, discussion, retelling and other teaching methods, so that children can have a look, think and talk, fully mobilize their various senses and master the difficulties in learning.
Activity process
The whole activity is divided into five links: introducing activities to stimulate children's interest; The teacher told the story of "three little pigs building a house"; Children simply retell stories; Play the video "Three Little Pigs Build a House"; Perform "Three Little Pigs Build a House".
The first link: lead in activities to stimulate children's interest.
Question: Do you know what the house is made of, children?
Three little pigs also want to build a house. Do you want to know what they built with? Please listen to the story of "Three Little Pigs Building a House". Listen to the story and find the answer.
1. Who is in the story?
2. What do the three little pigs use to build their house?
3. Whose house is the strongest?
Part II: The teacher tells the story of "Three Little Pigs Building a House".
1. The teacher plays multimedia courseware and tells stories vividly.
2. Answer the question: Who is in the story? What do three little pigs use to build their house? Whose house is the strongest?
The third link: children simply retell the story.
Ask children to tell stories boldly.
The fourth link: Play the video "Three Little Pigs Build a House".
Increase children's impression of the story and discuss:
What do you think of the little black pig in the story? (It's a hardworking, brave and clever pig) If you build a house, what materials will you choose? It is suggested that children build strong brick houses and be a child who is not afraid of hardship and fatigue.
The fifth link: perform "Three Little Pigs Build a House".
Select roles and distribute headdresses. Arrange the story background with multimedia courseware and guide the teacher.
Middle School Classroom Story Teaching Plan: Three Little Pigs Chapter VII Activity Objectives
1. Learn to observe pictures in an orderly way and understand stories.
2, can boldly express the understanding of the picture.
3. Experience the success of outwitting wolves.
4. Through the combination of language expression and action, fully feel the childlike interest of the story.
5. Understand the moral and philosophy contained in the story.
Activities to be prepared
1, a big book.
2. A little book.
Activity process
1, show big books to stimulate children's reading interest.
Teacher: I brought you a big book today. do you want to see it ? Guess what story is told in it? How did you know?
Guide children to observe the cover.
2.* * * Look at the first five pictures together.
What kind of story is this book telling? Let's have a look.
(Refer to figure 1) Let's look at the first picture. Who is here? Do these three little pigs look the same?
(Refer to Figure 2) Who will talk about the second picture? What exactly do they want? After the children had fully said, the teacher guided the children to observe the pictures and told them that they were climbing the mountain. )
Who is here? Where is it? Guess what he wants? Who will tell me about this picture?
(Refer to Figure 4) What happened here?
(Refer to Figure 5) What happened here? Let's learn the scene where the wolf pounces on the pig.
Did the pig get eaten? Please take out your little books and read from the sixth picture.
3. Children read small books independently.
Guide the children to talk about what happened later while watching.
4, combined with the big book for understanding and analysis.
(1) Have you eaten? What happened to them? What good ideas do they have?
Did the wolf find the pig? Let the children find the ninth picture. The teacher tells. What will wolves think if they don't catch pigs?
(Refer to Figure 9) The teacher tells.
(2) How did the three little pigs feel when they defeated the wolf? Which photo did you see it from? (Children find pictures) What are they doing?
(3) Do you like these three little pigs? Why?
Conclusion: I like them very much, too, because the three little pigs are not afraid when they are in danger, and they will use their brains to find a way. They are very clever.
5. Read the book completely.
(1) Do you like this story? Please bring your little book and tell this story with me.
(2) Teachers lead children to read books completely.
Activity reflection
This story shows the children how three clever pigs defeated the wolf. Among them, the machine intelligence revealed by the three little pigs when they met the wolf gave some inspiration to the children, who liked this kind of story very much.
Although the children in the middle class have mastered the primary reading methods. However, I don't have the experience of reading multiple pictures in order on a single page. In order to let children read in an orderly way according to the clues of the story, I divide the process of guiding children to read into two steps. Let the children read after the teacher first, and let them learn to read in numerical order in observation and analysis, so as to pave the way for independent reading later. In the second part, children can learn the background of the story. At this time, teachers and students exchange opinions and discuss and analyze problems with the help of large and small books, so that children can form a coherent understanding of the story.
Story teaching plan for middle class: Three Little Pigs Chapter 8 Activity objectives:
1, guide children to imagine according to the theme and plot of the work and perform creatively.
2, the use of coherent language, appropriate movements and expressions, showing the character characteristics of the role.
3. Know how to obey the rules of the game.
4. Let children boldly perform and express themselves in front of the group.
5. Show the cute side of the child in the activity.
Activity preparation:
Mother pig, pig, wolf's headdress, house background map, auxiliary trees, flowers, grass and so on.
Activity flow:
Show me the pig's head ornaments and introduce the theme of today's game.
The teacher tells stories and the children listen carefully.
Guide children to familiarize themselves with the story by asking questions.
Who is in the story? What happened?
Let the children learn the dialogues of the characters in the story.
Encourage children to act out the actions and expressions in the story.
The children perform in groups, under the guidance of the teacher.
Remind children to speak loudly and clearly.
Pay attention to the order of roles.
Encourage children to participate in their own movements, language and expression performances.
Remind children that other children should listen carefully when performing, and don't interrupt or influence them.
Activity reflection:
Language activity is to create a language environment for children who dare to speak and are willing to speak. Classic stories can arouse children's singing, so as to understand the story content, feel the moral of the story, learn the dialogue between characters, and lay the foundation for the improvement of children's language expression ability. Teachers should have a teaching idea from the simple to the deep, use a variety of teaching methods, design reasonable questions and make effective responses, which is the premise and important guarantee for a good Chinese class. This is my important feeling after this activity.
Story teaching plan for middle class: Three Little Pigs 9 Activity objectives:
1, enjoy the story, understand the content of the story, and understand the strongest truth of brick houses.
2. Be able to answer questions boldly and imagine stories boldly.
3. Actively participate in the activities of building houses by pigs and experience the happiness of helping others.
4. Show the cute side of the child in the activity.
5. Children can communicate in complete Mandarin.
Activity preparation:
"Three Little Pigs" video, pictures of houses, pigs and wolves.
Activity flow:
First, introduce nursery rhymes.
Introduction of children's song "Bunny builds a house".
Question: What kind of house did the rabbit build? What other houses have you seen?
Second, watch the video
Watch the video and ask questions:
1. Who is in the story? What materials do they use to build houses?
2. What happened when the house was built?
3. Why can wolves destroy the houses of Big Brother and Second Brother?
4. Did the wolf blow up the brick house? Later, he thought of a way to get into the brick house. What was the result?
Show the pictures through the children's answers.
Third, listen to the teacher's story completely.
Listen to the teacher's story completely and ask questions:
1. If there is no brick house, what will happen to the three little pigs?
2. After experiencing this danger, what would Brother Pig do? Can you think of a good way to help them protect themselves?
Fourth, children's song games.
Help Brother Pig and Brother Pig build a house together. Play the game of "building a house"
Story teaching plan for middle class: three little pigs 10 activity goal:
1, intentionally performing three little pigs.
2. You can be more familiar with the plot and master the role dialogue.
3. Understand that you should not try to save effort in the game.
Activity preparation:
1, knowledge preparation: I have heard stories.
2. Material preparation: little black pig, little white pig, mother pig, grey wolf headdress, animal card; Teaching wall chart.
Guiding points:
1, review the story.
① Combine background pictures and animal cards to help children understand the story.
② Ask questions to further understand the story.
Teacher: There is an animal in the story? Who are they? What happened? What is a straw house?
What are brick houses made of? The wolf climbed in through the chimney. Why should the boss and the second be afraid?
Focus on discussion: What are the different results of wolves beating straw houses, wooden houses and brick houses? Why? Help children understand that straw houses are not as strong as wooden houses, and wooden houses are not as strong as brick houses. Which house do you think is the best? Which pig do you like best? Why?
2. The teacher helps the children to recall the dialogue together.
The teacher tells stories and helps children practice dialogues.
3. Situational performance
The teacher plays the wolf and the mother pig, and divides the children into three groups to play the little black pig, the little white pig and the little flower pig respectively. In addition, the teacher narrated and told the children to practice the dialogue and act boldly.
4. Please invite some capable children to perform on the stage.
5. End the activity and let the children go back to recall the story and prepare for the next performance.
Story teaching plan for middle class: three little pigs 1 1 Activity goal:
1. Build tall buildings with blocks of different heights, and try to compare the heights by visual comparison.
2. Experience the success and fun of building tall buildings.
3, like math activities, willing to participate in various arithmetic games, and cultivate rebellious thinking.
4. Let children experience the fun of math activities.
Activity preparation:
PPT courseware, building blocks (five for each child), numbered forms.
Activity flow:
First, three little pigs are taller than the protagonist: you must have heard the story of three little pigs. What's the difference between these three little pigs?
Summary: Take a look and compare the height.
Second, three little pigs build tall buildings. First, story introduction: Three little pigs meet the wolf when building a house, and happily come up with a good way to build a tall building.
1, lead: Three little pigs are going to build a house again today. Please let us become construction workers and help them build tall buildings. The material used today is not grass or wood, but bricks. Piggy wants to make the building tall and stable.
Task requirements:
Please choose a construction site for each worker and move five bricks for each worker.
2. Building tall buildings: Why are the heights of tall buildings made of the same five bricks different?
Summary: When using bricks, we need to consider the placement of the bricks themselves. Vertical, horizontal and left and right, they will establish different heights. Only by reasonable placement can a tall building be built.
3. Build a tall and stable building Lead: Now, please ask two workers and two good friends to build a higher building together.
Question: Why can't all the bricks be placed vertically? Which building is tall and stable?
Summary: Different placement of bricks can make the building tall and stable.
Three little pigs moved to a new house. Are three little pigs still afraid of the wolf when they live in such a building?
Activity reflection:
The use of intuitive and operational teaching AIDS in activities conforms to the thinking characteristics of children and fully mobilizes their initiative to participate in learning. The whole activity design is very complete. Through the proper guidance of the teacher, let the children explore independently and draw conclusions. In the activity, guide children to explore how to place three bricks, the tallest one can be, the one that is not high or short, and the shortest one can be. When a child encounters difficulties in placing bricks, the teacher can improvise, let the child put the tallest and shortest bricks first, and then guide the child to put the tallest and shortest bricks. Obviously, the child will come to a conclusion soon. However, in every summary, the tone should be slowed down and emphasized.
Story teaching plan for middle class: three little pigs 12 activity goal:
1. Build tall buildings with blocks of different heights, and try to compare the heights by visual comparison.
2. Experience the success and fun of building tall buildings.
Activity preparation:
Ppt courseware, building blocks (five for each child), numbered forms.
Activity flow:
One or three little pigs are shorter than their height.
Lead: You must have heard the story of three little pigs. What's the difference between these three little pigs?
Summary: Take a look and compare the height.
Two or three little pigs build tall buildings.
Synopsis: Three little pigs met the wolf while building a house, and happily came up with a good way to build a tall building.
1, get the materials
Lead: Three little pigs are going to build a house again today. Please let us become construction workers and help them build tall buildings. The material used today is not grass, no.
Use wood, not bricks. Piggy wants to make the building tall and stable.
Task requirements:
Please choose a construction site for each worker. Each worker carries five bricks.
Step 2 build tall buildings
Question: Why are the heights of tall buildings made of the same five bricks different?
Summary: When using bricks, we need to consider the placement of the bricks themselves. Vertical, horizontal, left and right, different heights will be built.
Degree, only reasonable placement can make tall buildings rise.
3. Build a tall and stable building
Lead: Now, please two or two workers become good friends and cooperate to build the building higher.
Question: Why can't all the bricks be placed vertically? Which building is tall and stable?
Summary: Different placement of bricks can make the building tall and stable.
Three little pigs moved to their new home.
Are three little pigs afraid of the wolf when they live in such a building?