Lesson Plan 1 Chinese "Chicken and Duck" Class Activity Objectives:
1, to stimulate children's imagination and language skills.
2. Guide the children to observe the pictures and speak the contents of the pictures in a relatively complete language.
3. Educate children to help each other, unite and be friendly.
4. Guide children to learn in stories and games and realize life.
5. Use your imagination freely and speak boldly in front of the group.
Activity preparation:
1, a group of pictures of chickens and ducklings.
3, a chicken duckling headdress.
4. Records of chickens and ducklings
Activity flow:
First, stimulate children's interest in learning.
1, do the chicken duckling action and enter the activity room.
2. Show pictures of chickens and ducklings.
Children, do you know what happened when chickens and ducklings went out to play together?
Second, look at the pictures and tell stories. Children observe and speak their thoughts boldly.
1, children look at the picture 1-2.
Q: Chickens can't cross the river. How does the duckling help it?
2. Look at the picture 3.
The teacher asked: The duckling fell into the pit. How will the chicken be saved? Children can discuss freely and speak their own way boldly.
3. Look at the picture 4.
The teacher asked: How did the chicken save the duckling? Does it taste good？ (Children watch and discuss, and speak their thoughts boldly. )
Third, children listen to stories completely, learn to say a word "over and over again" and understand the meaning of "carrying, carrying, filling and floating".
Fourth, start a discussion about "help".
1, guide children to talk about when people need "help" with examples.
2. Have you ever helped others? How do you help others?
3. Do you like helping others? How do you feel when others are happy to get your help?
Everyone needs help and can help others. Help doesn't have to do anything great, as long as it can bring happiness to others.
Activity reflection:
Today, I taught the language activity "Chicken and Duck". When telling the first story, first use the teaching aid wall chart, and then start telling the story to the children in combination with the wall chart. After telling the story for the first time, I found that during the activity, the children only focused on the wall chart I prepared, but were not interested in listening to the story and didn't know much about the content of the story. So I borrowed a wall chart for the second time to tell stories to the children, but the children's attention was still not focused, and some children even started talking to each other, so the teaching effect of the whole activity was not obvious.
After the activity, I seriously reflected and found that the children in the whole activity were very interested in my wall chart. When telling the first story, I used teaching AIDS directly. From the beginning, the children were absorbed in the wall chart, and their interest in listening to stories was not high. I think if you don't use an intuitive wall chart when telling the first story, children's attention will not be distracted, because intuitive teaching AIDS are easy to distract children's attention. Then in the process of telling stories to children for the second time, I still told stories to children with wall charts, which led to children's inattention in the process of telling stories for the second time. I think if we change the way of attention and add rich expressions, eyes and gestures, we can attract children and arouse their enthusiasm for listening.
In the future language teaching activities, I will pay attention to the problems encountered today, carry out language activities well, and let children's language develop better.
The second activity goal of "Chicken and Duck" teaching plan in junior middle school Chinese;
1, to stimulate children's imagination and language skills.
2. Guide the children to observe the pictures and speak the contents of the pictures in a relatively complete language.
3. Educate children to help each other, unite and be friendly.
I like and try to create the ending of the story, and I am willing to study with my companions.
5. Cultivate children's good habit of speaking boldly and completely.
Activity preparation:
1, a group of pictures of chickens and ducklings.
2, a chicken and duckling headdress.
3. Records of chickens and ducklings
Activity flow:
First, stimulate children's interest in learning.
1, do the chicken duckling action and enter the activity room.
2. Show pictures of chickens and ducklings. Children, do you know what happened when chickens and ducklings went out to play together?
Second, look at the pictures and tell stories. Children observe and speak their thoughts boldly.
1, children look at the picture 1-2.
Q: Chickens can't cross the river. How does the duckling help it?
2. Look at the picture 3.
The teacher asked: The duckling fell into the pit. How will the chicken be saved?
Children can discuss freely and speak their own way boldly.
3. Look at the picture 4.
The teacher asked: How did the chicken save the duckling? Does it taste good？
(Children watch and discuss, and speak their thoughts boldly. )
Third, children listen to stories completely, learn to say a word "over and over again" and understand the meaning of "carrying, carrying, filling and floating".
Fourth, start a discussion about "help".
1, guide children to talk about when people need "help" with examples.
2. Have you ever helped others? How do you help others?
3. Do you like helping others? How do you feel when others are happy to get your help?
Everyone needs help, everyone needs help.
Can help others. Help doesn't have to do anything great, as long as it can bring happiness to others.
Teaching reflection:
Today, I taught the language activity "Chicken and Duck". When telling the first story, first use the teaching aid wall chart, and then start telling the story to the children in combination with the wall chart. After telling the story for the first time, I found that during the activity, the children only focused on the wall chart I prepared, but were not interested in listening to the story and didn't know much about the content of the story. So I borrowed a wall chart for the second time to tell stories to the children, but the children's attention was still not focused, and some children even started talking to each other, so the teaching effect of the whole activity was not obvious.
After the activity, I seriously reflected and found that the children in the whole activity were very interested in my wall chart. When telling the first story, I used teaching AIDS directly. From the beginning, the children were absorbed in the wall chart, and their interest in listening to stories was not high. I think if you don't use an intuitive wall chart when telling the first story, children's attention will not be distracted, because intuitive teaching AIDS can easily distract children's attention. Then in the process of telling stories to children for the second time, I still told stories to children with wall charts, which led to children's inattention in the process of telling stories for the second time. I think if we change the way of attention and add rich expressions, eyes and gestures, we can attract children and arouse their enthusiasm for listening.
In the future language teaching activities, I will pay attention to the problems encountered today, carry out language activities well, and let children's language develop better.
Junior Middle School Chinese "Chicken and Duck" Teaching Plan 3 Activity Objective:
1, understand the content of the picture, tell the story of the difficulties encountered by chickens and ducklings and how to solve them completely and coherently, and enrich the corresponding vocabulary: carrying and pouring water.
2, can fully develop a reasonable imagination, and boldly express personal views.
3. Be able to listen to the opinions of peers patiently and make simple comments.
Activity preparation:
1, teaching wall chart: chicken and duckling
2. Some small pictures of chickens, ducklings and buckets.
Activity flow:
First, direct import to stimulate interest.
Teacher: "Today, I bring you an interesting and special story. What's special about it? This is not what I said, but what the children said. How to tell this story? I have some pictures here to help you. Children should carefully observe and actively use their brains to see whose story is complete and pleasant. "
Second, show the pictures one by one, guide children to perceive and understand the pictures, and develop a reasonable imagination.
1, show the first picture, guide children to observe and understand, and develop their full and reasonable imagination.
Teacher: Who's in the photo? What do they want? Introduce characters and buckets and enrich vocabulary: carry.
The child fully imagined that the teacher naturally led to the next plot of the story according to the child's imagination: the chicken and the duckling crossed the river.
Teacher: What difficulties did they encounter? You help them do something.
Children expand their imagination, and teachers guide children to think about simple and effective methods.
2. Show the second picture. On the basis of observation and understanding, say the first and second pictures in succession.
Teacher: The children have come up with many ways. The clever chicken and duckling also came up with a good idea. Let's see what they think. (Show the second picture)
Teacher: Now I want to ask a child to connect the first picture with the second picture and tell it completely, so it will become a good story.
Please individual children stand up and tell them loudly, and ask the children below to listen carefully. After the lecture, the teacher makes a brief evaluation, which depends on whether the child speaks completely.
3. Show the third picture and expand your imagination again.
Teacher: "The chicken and the duckling crossed the river happily. They talked and walked. Oh, what's the matter? "
(Show the third picture)
Teacher: "The duckling fell into the pit. What happened to it? Where is the chicken? What expression is it? "
Teacher: "This pit is too deep for the duckling to climb up. What can we do now? " ? Do something for them, children? "
Children expand their imagination, and teachers guide children to think about reasonable and effective methods.
4. Show the fourth and fifth pictures, and tell the third, fourth and fifth pictures in turn on the basis of observation and understanding.
Teacher: "The chicken also came up with a good idea. Let's take a look. " (Show the fourth picture)
Teacher: "What happened to the chicken and duckling after the chicken was rescued?" (Show the fifth picture)
Teacher: "Now I want to ask a child to connect these three pictures and tell them completely, and then turn them into a beautiful story."
Please tell individual children, and ask children to make a simple evaluation, and the teacher will summarize.
Third, children try to tell five pictures in pairs.
Teacher: "I have increased the difficulty now, and I want the children to say all five pictures together." Now, please talk to your friends first, remember: speak completely and use the beautiful words and sentences we have just learned to make the story better. "
Please tell individual children, and ask children to make a simple evaluation, and the teacher will summarize.
Fourthly, convey the narrative experience of "complete and coherent narrative".
It is up to individual children to change the original second and fourth pictures into the methods that children come up with.
Teacher: "Just now, the children also came up with many good ideas. Now, let's turn it into your own story, shall we? " Show the small picture and transform the original second and fourth pictures.
Fifth, give the story a name and end the activity.
Teacher: "Let's give this very special story a name. This name should not only be pleasant to listen to, but also let others guess what it might be about when they hear it. "
Teacher: "Go back and tell your parents your story."