Teaching Plan for Large Class Literacy in Kindergarten 1 I. Objectives
Initially guide children to understand the order of strokes, know the correct writing methods, and become interested in writing.
Second, prepare
There are some pictures. Everyone has a picture. The words in the picture are arranged in the order of strokes.
Third, the process
Stimulate interest
1. Question: "Children, there have been many traffic accidents in the Animal City these days. What's the matter? "
2. It turns out that drivers in Animal City don't obey the traffic rules and drive wherever they want. "Who can solve this problem?"
3. Show me Sheriff Black Cat. "It has come up with a good way to draw many arrows on the road, and the driver will drive in the direction indicated by the arrows, so that traffic accidents will be reduced."
4. "Would you like to be a driver?" The arrow indicates the "road". (horizontal, vertical, left and right strokes, etc. )
(2) Operation practice
1. Guide children to draw with their fingers in the direction of the arrow.
2. Communicate with each other: Encourage children to point and draw a picture.
3. Hold a stroke sequence diagram and guide children to draw in the direction of stroke sequence.
Four. Tips and suggestions
1. Guide children to understand the stroke order of basic strokes first.
2. When practicing, you can combine the basic strokes into a simple word.
Kindergarten large class literacy teaching plan 2 i. goal
1. On the basis of consolidating the words "moon, dark clouds, hens and fruit trees", we can perceive "stars, raindrops, eggs and apples".
2. In the game activities, happily perceive the interesting content of the children's song "Blowing Bubbles" and feel the one-to-one correspondence between things in nature.
Second, prepare
Pictures, Chinese characters, headdresses, chest ornaments
Third, the process
Stimulate interest
1. See what the teacher is doing? (Blowing bubbles)
Display Chinese characters: Blow bubbles.
2. What bubbles did the teacher blow? (round and colorful)
The teacher can blow bubbles, and so can many of my friends here. Say it if you know it. Show Chinese characters: moon, dark clouds, hens, fruit trees.
4. What kind of bubbles will they blow out? Let's listen and have a look.
(2) Understanding perception
1. Who knows what bubbles the moon, dark clouds, hens and fruit trees are blowing? The child says one, and the teacher shows the corresponding picture or Chinese character.
2. Bubble said, Do you really know me? Now we should hide the Chinese characters in the picture and see how the pictures are arranged. Please find the Chinese characters and arrange them from left to right.
(Children come up to demonstrate) Corresponding check.
3. Gee, friends who blow bubbles all say that the bubbles they blow are gone. Where did they go? Yes, it turns out that our children do. Can we help send Bubble home?
(1) Who is the corresponding bubble?
(2) Group the children and send them to the corresponding places.
I'm so glad that Paopao has gone home.
(c) game integration: changing the bubble
Let's make bubbles, too The teacher prepared red and yellow bubbles for each of you. Which one do you want to do first, just put this side in front, see what you are and whose bubble you are, and keep it in your mind.
I also want to invite four children to be friends who blow bubbles. The teacher will help him put on the headdress and let them guess who it is.
Buddy, who blew the bubble? Listen to the music and surround him. If you guessed your friend correctly, the bubble said, "Yes, XX is the bubble that XX blew."
This game is repeated several times.
Four. Tips and suggestions
This activity is more suitable for middle school students. Before carrying out educational activities, children should first know the following Chinese characters: moon, dark clouds, hens and fruit trees, and have certain life experience.
Use nursery rhymes:
Stars are bubbles blown out by the moon,
Raindrops are bubbles blown by dark clouds.
Eggs are bubbles blown by hens.
Apples are bubbles blown by fruit trees.
Kindergarten large class literacy teaching plan 3 i. goal
1. Distinguish the habits of animals and recognize the word: be careful, be dangerous.
2. Have a preliminary interest in literacy.
Second, prepare
Pictures, words and suggestive words of animals with different habits
Third, the process
(A) to distinguish between habits and recognize Chinese characters
1. Picture: Please see. Where is this? Why are some animals separated by railings? What's written on the side?
2. read: be careful of danger.
3. Why should there be signs of "caution" and "danger"?
4. Tell me which animals are fierce and will hurt children and small animals.
What would you do if you found dangerous animals and others didn't? (Show the corresponding Chinese cards "Caution" and "Danger")
6. What should you do when you see a place marked "Danger" or "Caution"?
7. Which animals are docile? What happens to children when they see docile animals?
(2) Game: Go to the Forest
1. Interpretation rules:
(1) Show the sign and read it (the tiger is "dangerous"-run quickly, see the lion "careful"-don't talk, see the old wolf "careful"-squat down, the chicken is "safe"-play games, see the duckling "safe"-walk gently)
(2) The teacher indicated that the children should act accordingly.
2. Take the children to the outdoor garden environment to play games. (Let the children do actions while reading the slogan)
(3) Extended activities-There are many fierce animals and docile animals in Writing Chinese Characters, but what if there are not enough signs?
(children's writing symbols)
Four. Tips and suggestions
1. Playing outdoors is more interesting and has more space.
2. In the process of activities, we should pay attention to arouse children's emotions and make them more involved in the activities.
3. Short sentences in sign language can be changed frequently according to children's literacy to enhance children's interest.
Kindergarten large class literacy teaching plan 4 i. goal
1. Learn about some scenic spots in Shanghai through dialogue, listening and writing.
2. Guide children to care about Shanghai's famous scenic spots and stimulate their love for Shanghai.
3. Encourage children to actively participate in activities and express boldly.
Second, prepare
1. Words, pictures, photos, signboards, small blackboards.
2. Know the names of some scenic spots in Shanghai and be familiar with the corresponding Chinese characters.
Third, the process
(1) independent choice
"Children, today, the teacher asked you to be a little tour guide. The teacher has prepared many activities for you. You will listen, watch, speak and play in the future. Then, please tell us how you play. Do you know any famous scenic spots in Shanghai? "
(2) Autonomous game
1. Content
Listen to the tape-introduce the scenic spots in Shanghai, look at the pictures, check or write down the corresponding scenic spots while listening, and tell me which scenic spots you have heard of in Shanghai.
A chess game-"Car" is a chess piece, and the famous scenic spot in Shanghai is the chessboard. The children talked about the scenic spots in Shanghai while playing. That's right, jump one square, say wrong, stop once.
Noun connection-such as "Yangpu" and "Bridge".
Photo-tell me where it was taken, give a brief introduction and write down the place name.
Book-"Monkey King Tour Shanghai", see the scenic spots, say the scenic spots, and read the children's song "Tour Shanghai".
Writing-pictures, words, children can talk about and write the place names of Shanghai.
Match words and pictures to find friends.
Making a guide map-making a guide map based on pictures and Chinese characters.
2. Focus on guidance (making a guide map)
The first level: Cut and paste the selected Shanghai scenic spots on paper, indicate the order and tell the scenic spots.
Level 2: Write the selected scenic spots in Shanghai in words on paper, indicate the order, read Chinese characters and briefly introduce the characteristics of the scenic spots.
3. General guidelines
Listen: Circle and ask the children to circle the sights they hear. Photo: Please tell the children where it was taken and write down the place name.
(3) Sharing and communication
Ask the children to be small tour guides and tell us about the scenic spots you visited today. What's your favorite scenic spot? Why? Focus on the group that made the guide map, show the guide map, talk about the scenic spots and name the scenic spots correctly.
Four. Tips and suggestions
Organize children to collect relevant information before activities. This activity is suitable for children aged 5-6.
Kindergarten large class literacy teaching plan 5 i. goal
1. Guide children to perceive radicals in words during exploration and operation, and get to know four radicals initially.
2. Expand children's literacy through games.
Second, prepare
A teacher's demonstration teaching aid, a word card, a calculation board, and various books for each group of children.
Third, the process
(A) explore the operation
1. Children can freely explore and classify all kinds of Chinese characters with the same radicals.
2. Teachers patrol to observe children's operations and give appropriate guidance.
(2) communication and discussion
1. Children show their achievements. The teacher inspired the question: "Why do you want to put these words together?"
2. Teachers guide children to know four radicals.
(3) game integration
Children can freely find these four radical words in various books, write them down and communicate with each other.
Four. Tips and suggestions
1. This activity should be carried out on the basis of children's literacy, and children have already known Chinese characters in the activity.
2. This activity is suitable for middle and large classes.
Attached word card:
There are four kinds of radicals: "grass prefix", "anti-dog formula", "sanshui point" and "Mufang".
Each root has four words:
"Grass prefix": spinach, flowers, celery and grass.
"Anti-dog": fox, dog, cat and pig.
"Three water points": oceans, rivers, lakes and streams.
"Beside the wooden characters": branches, peach trees, forests and poplars.
Teaching plan for large class literacy in kindergarten 6 I. Objectives
1. Guide children to perceive Chinese characters "bed, cupboard, cupboard, table, chair" in situational activities.
2. Inspire children to discover the laws of Chinese characters and know that many words with the root of "wood" are related to wood.
3. Cultivate children's interest in literacy and improve their literacy ability.
Second, prepare
All kinds of small physical furniture, "bed, cabinet, cupboard, table, chair" word card
Third, the process
(A) children's understanding of "beds, cabinets, cupboards, tables and chairs"
1. Show the children around Bear's home and see what furniture it has.
2. Show the word card and let the children look at it for a while. Guess what this word is? (All these words are related to furniture.)
3. Children recognize reading, and teachers correspond words to furniture one by one.
4. Let the children help the bear move the furniture. The teacher confused the word cards. Let the children match the words with the furniture one by one. (children's operation)
(2) Preliminary discovery of the law of "bed, cabinet, cupboard, table and chair"
1. Child observation: Have you found that these words have a little secret with the same meaning? Who can find out? (each with a wooden character)
2. After the children answer, let some children come up and find out where the word "wood" is. (inside, beside and below)
3. Why do these words all have a word "wood"? These furniture are all made of wood, and they are all related to wood, so there is the word "wood" in their names.
(3) Understand the word "wood"
1. Where did the wood come from? (Show pictures of cards and wood)
2. Show the word "tree". Is there a word "wood" hidden in the tree? Because the wood was cut from the tree. )
(4) Migration and application
1. Children talk about Chinese characters with the word "wood".
2. Guide children to come up with various tree names. The child says one, the teacher writes one on the blackboard, and then see where the word "wood" is. (Peach, plum, apple, lemon, pear, persimmon, buttonwood, pine, cypress ...)
Four. Tips and suggestions
1. Use daily life to guide children to find Chinese characters with the word "wood".
2. You can talk to your child about how wood becomes furniture.
Children have accumulated a certain level of education.
This activity is suitable for children aged 5-6.