"Rats in the City and Rats in the Country" Kindergarten Large Class Teaching Plan 1 Activity Target:
1, understand the image of the city and the countryside, and express your impression of the countryside and the city in simple language.
2. Understand the difference between urban life and rural life, and protect the environment through discussion.
3. Understand the moral and philosophy contained in the story.
4. Be able to analyze stories and cultivate imagination.
Activity preparation:
1, record: country life, city life, background: city, country.
2. Little Tuka: bread, cows, wheat, fields, cars, simple furniture and luxurious furniture.
3. Courseware: Country Mouse and City Mouse
4. Scene: Wide road
Activity flow:
(a) watch the records, understand the image of the countryside and the city, and can be expressed in simple language.
Children, today the teacher will take you to two interesting places. Let's start together.
Take the designed wide road and watch the video.
Teacher: What did you see just now? Have you met in your life? Where is this?
Yang: I saw many people and many cars.
Teacher: Is it lively? Is it beautiful?
Young: beautiful and fun.
The child answered casually, and the teacher concluded: We call it a city, and there are so many busy cars. Rural entry also follows the same method.
(2) Appreciate the story "Country Mouse and City Mouse" and understand the content of the story.
(1) Enjoy the story
Teacher: There are two mice. They also go to the countryside and the city to play. What will happen to them in cities and rural areas? Let's listen to the story of a song together.
(2) Understand the story and answer questions.
Teacher: The country mouse invited the city mouse to be a guest. What does the city mouse see in the country?
The city mouse saw the green rice fields.
Teacher: What good food does the country mouse give the city mouse? Do city mice like to eat?
Teenager: corn, potatoes, and city mice don't like it.
Teacher: Then why did the city mouse invite the country mouse?
Young: Because city mice are not used to country life.
Teacher: Is the rat house in the city the same as that in the country? How do city mice entertain country mice?
Young: The city mouse brought cheese, corn and chicken legs.
Teacher: Do country mice like city life? Why don't country mice stay in the city?
Young: Because country mice can't adapt to city life.
Teacher: Are country mice the same as city mice? What is the difference? Do you like city mice?
Conclusion: Cities and rural areas have their own advantages and disadvantages, so we should respect each other.
(3) Discuss the urban and rural environment, and generate environmental awareness.
Teacher: Do you like the rat house in the city or the rat house in the country? Why?
Young: I like the mouse house in the city, because the city is clean and the transportation is convenient.
Teacher: But there are too many cars in the city, and the air is polluted. How can children make our environment better?
Young: Take more buses and drive less.
Yang: I like the country mouse house because the air in the country mouse house is fresh.
Teacher: But the rural roads are bad, the traffic is inconvenient and the technology is underdeveloped. What should we do?
Yang: Building roads.
Children are free to discuss and answer.
Duan: Science and technology are developed in cities, but traffic jams and frequent air pollution, but the air in rural areas is good or not. We city people should learn from each other and care about each other, so that we can make progress in cities and rural areas.
(3) Guess and play games.
Teacher: Just now, we went to the countryside and the city and learned what the city and the countryside are like. Let's play a game together. Let's invite some children to play city people, some children to play country people, and take the small map cards to the corresponding places.
Finally, put on the music and dance rabbit dance together.
After-class Reflection on City Mouse and Country Mouse;
City mouse and country mouse are a very meaningful language comprehensive activity. Through vivid fairy tales: a series of interesting things caused by city mouse visiting the country and country mouse visiting the city, children are led to understand the lifestyle and living environment of another environment.
In order to carry out this activity effectively, before class, I not only collected many pictures and photos about the city and the countryside myself, but also asked the children to collect as many pictures and photos about the city and the countryside as possible and take them to the kindergarten. At the same time, I also ask children to consciously observe and understand the differences between cities and rural areas with their parents on weekends and accumulate some life experience. At the beginning of the activity, let everyone enjoy these beautiful pictures on the projector and listen to the children's introduction.
Then ask, "What do you see? How does it make you feel? " Everyone has a deep impression of the city and the countryside.
During the activity, my children and I revolved around "If you were a mouse, would you like to live in the city?" Or do you like living in the country? "Discuss in the form of debate and encourage children to express their opinions boldly. I was deeply impressed by the wonderful answers of the children. I deeply like these smart and independent children.
Design Description of Lesson 2 of "Rats in the City and Rats in the Country" in Kindergarten;
The face of the countryside gives children room for imagination and yearning. In this activity, from the perspective of "mice go to the countryside, mice go to the city", mobilize children's existing experience and stimulate their desire to express. Through complete feelings, segmented understanding and free discussion, we can further experience two different environments, urban and rural, understand that everyone likes different lifestyles and respect the feelings of others.
Activity objectives:
1, know the difference between city and country, and respect the feelings of others.
2. Be able to tell stories boldly and try to act out stories according to different roles.
3. Feel the fun of the role image and be willing to cooperate with the performance of the role image.
4. Use the existing life experience, boldly imagine and speculate, and express your understanding of the story according to the pictures.
5. By observing the pictures, guide the children to tell the contents of the pictures.
Focus of activities:
Understand the difference between city and country.
Activity difficulty:
According to the story, act in different roles and imitate expressions and sounds.
Activity preparation:
1. Children's understanding of cities and villages.
2, the role and content hang pictures, role dolls.
Activity flow:
First, ask questions to stimulate existing experience.
1. Teachers ask questions and children discuss: We are two good friends, one from the city and the other from the countryside. Guess, children, where am I from? Where did I (the country mouse) come from?
Show your hand puppet when asking questions, and judge the roles of city mouse and country mouse after observation by children.
-Teachers should pay attention to whether there is any deviation in children's cognition and prompt and correct it in time.
2. The teacher guides the story.
Listen carefully to what happened between our two good friends!
Second, tell stories and understand the plot.
-The teacher tells stories vividly and the children listen attentively.
This story only shows pictures of mice.
After the story was finished, the teacher asked: How did the city mice feel when they arrived in the countryside? Country mice go to live in cities. Does he like it there? Why?
Third, be more familiar with stories and understand emotions.
1. The teacher told the story again.
-When the teacher tells a story, he shows the content pictures (food in the city, things in the country) as the starting point to clarify the difference between urban and rural areas.
The teacher asked: What do country mice eat every day? What about the rats in the city? Why do city mice bring country mice to town? What did the country mouse see when he first arrived in the city? What's his mood? What happened afterwards? Why did the country mouse go back to his hometown?
Children try to retell a story with pictures.
Divide the story into two parts: the mouse goes to the countryside and the mouse goes to the city. Teachers can demonstrate with pictures first, and then let the children speak out.
-The teacher can give a hint.
3. Arouse children's different thinking about cities and rural areas.
-Let children share their feelings about living in the countryside. Can be combined with this question: Have you ever lived in the country? How does the country make you feel? What's the difference between city life and country life? Do you like the city or the country?
-Ask children with life experience to introduce their experiences and feelings about rural life, guide them to tell the whole story and encourage them to express their feelings boldly.
Fourth, try story performance and teacher-student interaction.
1. Preparation before performance, grasping sound form and action performance.
-arouse children's perceptual experience, and highlight the expression and tone of mice (such as envy, happiness, pride, fear, etc.). ).
2. Children's cooperative performance stories.
-two children choose a mouse doll, role-play and show it boldly.
-After each round, ask other children to comment, so as to deepen children's perception of the plot and the emotion of the characters.
Activity expansion:
On holidays, parents can take their children to the countryside around Hangzhou to play. Children try to tell their own play experiences and communicate with their peers.
Teaching reflection: The design and arrangement of teaching activities in this section can achieve the activity objectives scientifically and effectively, and a large amount of information is collected by children and parents. Guide children to understand the lifestyle and living environment of another environment by appreciating city pictures and countryside. The children's performance is the highlight of the whole teaching activity.