"Small Animals Move to New Houses" Class Teaching Plan 1 Activity Target:
1, learn to understand the ordinal number within 5 and find out the position it represents according to the given ordinal number.
2. On the basis of understanding the ordinal number within 5, try to find the corresponding room according to the house number.
3. Experience the joy of helping small animals move into new houses during the activities.
Activity preparation:
Knowledge preparation: 1, children initially know the ordinal number within 5; 2, can correctly distinguish between up and down and left and right.
Material preparation:
1. The teacher demonstrated different houses (a bungalow with five rooms, a high-rise building with only one room on each floor and two rooms on each floor on the fifth floor); A picture of a bear, squirrel, bird, pig and rabbit.
2. A building for children to operate: a horizontal bungalow with five rooms and a five-story building with only one room on each floor; A five-story building with two rooms on each floor. There are many small animals with house numbers written on them.
3. A ribbon made of crumpled paper for celebration; A tape full of happy music.
Guidance on key points and difficulties: understanding the practical significance of house numbers.
Activity flow: Introduce the situation, learn the horizontal and vertical ordinal numbers, discuss the children's attempts to operate (the teacher's itinerant guidance), and experience the happiness of helping small animals.
Activity flow:
1, scene import
Many small animals surround the rabbit. What are they talking about?
It turned out that Tutu told everyone: "I went to play in the city a few days ago and found that people there lived in tall buildings, which were spacious and bright." Let's come to Gai Lou! " "Good, good!" The little animals cheered.
2. Learn ordinal numbers within 5.
(1), the little animals started, and soon the new house was built (the picture shows a bungalow with five houses).
1), please count how many rooms are there in this house? Please ask the children to count how many rooms there are. How do you count it?
Then let the children count the rooms from left to right, in turn: the first room, the second room-learn the children's ordinal experience in the horizontal direction.
2) The teacher moved a small animal into a new house and asked the child to tell us which room he lived in. Then the teacher said that the fourth room asked a child to help animals move into this room.
3) Children's operation Ask children to help small animals move into the first house.
(2) Little Nutbrown hare thinks that the new house is spacious, but he can't see the distant scenery, so the little animals discuss and build a second house. Look, the second house has been built, so high! Show a five-story building with only one room on each floor.
1), please count the floors of this house. How do you calculate it?
Then let the children count the floors from bottom to top, in turn: the first floor, the second floor-let the children learn the experience of vertical ordinal numbers.
2) The teacher moved a small animal into a new house and asked the child to tell us which floor he lived on. Then the teacher said to let a child help the animals move into the room on the fifth floor.
3) Children's operation Ask children to help small animals move into the second house (children will move animals into the new house according to their own wishes, and then communicate with their peers on which floor the animals live, check right and wrong with each other and correct them. )
3. Children's discussion
The rabbit thinks that although the building is very high, there is only one on each floor, so it is really inconvenient to find good friends to play with and go up and down. So the little animals discussed building a third house.
(1), guess what the third house built by small animals will look like?
(Guide the children to say that there are two or three rooms on each floor)
(2), wow! Sure enough, as you said, the building built by Little Animals this time has two rooms on each floor. (Showing a five-story building with two rooms on each floor) Little Rabbit really wants to live in such a building at once. Who will help Bunny move the new house? (Please ask the children with average ability and strong ability to come up and help respectively) [
1), if the rabbit is not alive, discuss this: Is the rabbit alive, and why?
2) If the rabbit lives right, discuss it like this: Why do you want the little monkey to live here? (Please help the children to answer by themselves)
Here, children may have two different views. Some children will think that the little monkey lives right, while others will think that the little monkey lives wrong. The teacher should let the children with two opinions tell the reasons separately. The teacher is going to dig deep here.
Teacher's summary: The first number of the original house number indicates which floor, and the third number indicates which room.
(3) Name a house number and let the children find the room:
Example: The teacher said 302, let the children with average ability find the corresponding room.
1). Does he think it's right? Why?
Teachers can sum up here: the first digit of the house number indicates which floor, and the second digit is a list.
Tell me which room. When looking for a room, let's look for which floor first, and then which room.
4. The teacher asked, and the children tried to operate.
Everyone was envious when they saw the rabbit living in the new building. Everyone wants to move into the new building quickly and see the beautiful scenery in the distance.
Please help small animals move into the new building according to their house numbers.
(1), reminding children of the operation steps:
1), the first number of the house number indicates which floor, and the second number indicates which room.
2) Find the floor first, then the room.
3) Find rooms according to the house numbers of small animals, and only one small animal lives in each room.
(2) Teachers' itinerant guidance
First, the correct life
1) What's the house number of your little animal?
2) Which room should I stay in?
What do you think of this room?
(2) Living in the wrong place
1), is this animal alive? Why?
2) Where is 201?
3) Please help it stay until 20 1.
5. Experience the happiness of helping small animals.
The small animals all moved into the new building. They are very happy. Let's celebrate together!
(Everyone dances together in cheerful music to celebrate the housewarming.)
Class 2 of "Small Animals Move to New Houses" Design Intention: Small class, everyone spends it in different kindergartens. When I first arrived in Class 8, the children were strangers and had little communication with each other. Through nearly a year of contact and communication, the children gradually became familiar with each other from strangers. Many children have good friends in class. Let's play games together, learn skills and have fun. In a free activity, Chloe Wang said to Zhang Xiyuan, "Yuanyuan, come to my house after dinner this afternoon." Yuanyuan was very happy and asked Chloe Wang, "Where do you live?" "I live on the sixth floor." "Which room is on the sixth floor?" "The sixth floor is the sixth floor." Wang Lei is very anxious, but the more anxious she is, the less clear she is. "Our family lives in 20 1, and your family lives in 600?" Yuanyuan is getting impatient. Wang Lei was flushed, but she couldn't say clearly. It was not until her grandmother came that the problem was completely solved. After dinner that day, Zhang Xiyuan did go to Wang Lei's house. They had a good time, and when they got to kindergarten, they were more inseparable.
With the growth of age, children in the second half of the middle class have a stronger desire to socialize, and knowing the house number undoubtedly provides a tool for children's communication, making them more convenient and confident in communication. Therefore, I designed this teaching activity to enrich the children's house number experience and promote their development in communication.
Teaching objectives:
1. On the basis of understanding the ordinal number within 5, find the corresponding room according to the house number.
2. Experience happy teaching preparation and help small animals move to new homes during activities;
Knowledge preparation:
1. The children already know the horizontal ordinal number and the vertical ordinal number respectively.
2. A few children have played such games in regionals and accumulated some experience.
Material preparation:
1. The teacher demonstrated different houses (a bungalow with five rooms, a high-rise building with five floors and two rooms on each floor); A picture of a monkey, lamb, chicken, pig and rabbit.
2. A children's operation building (children of different levels provide different levels of materials: two floors, three floors, four floors, five floors, six floors, two rooms on each floor, three floors, four floors, three rooms on each floor. Different abilities provide different materials. This widens the distance in both horizontal and overall aspects, satisfies the development of different children, and enhances the children's experience on the basis of experiencing success and happiness. There are many small animals with house numbers written on them.
3. A ribbon made of crumpled paper for celebration; A tape full of happy music.
Teaching process:
1, scene introduction Many small animals are around the little monkey. What are they talking about?
-It turns out that the little monkey told everyone: "I went to play in the city today and found that people there live in tall buildings, which are spacious and bright. Let's come to Gai Lou! " "Good, good!" The little animals cheered.
2. Consolidate experience
(1) The little animals started, and soon they built a new house (the picture shows a bungalow with five houses).
1) Let the children help a small animal move into the first house.
2) Why does the rabbit live here?
(The experience to be consolidated here is: counting rooms from left to right, in turn: the first room, the second room-consolidating children's ordinal experience in the horizontal direction)
(2) Little Nutbrown hare thinks that the new house is spacious, but he can't see the distant scenery, so the little animals discuss and build a second house. Look, the second house has been built, so high! Show a five-story high-rise building with only one room on the beautiful floor.
1) Let the children help a small animal move into the second house.
2) Why do pigs live here?
-It turns out that high-rise buildings are counted from bottom to top, with the first floor and the second floor. -The experience to be consolidated here is: counting floors from bottom to top, followed by: the first floor and the second floor-consolidating children's experience in vertical ordinal numbers.
3, children's discussion-piggy thinks that although this building is very high, there is only one on each floor. It's really inconvenient to find good friends to play together and go up and down. So the little animals discussed building a third house.
(1) What do you think the third house built by small animals will look like?
(Guide the children to say that there are two or three rooms on each floor)
(2) Wow! Sure enough, as you said, the building built by Little Animals this time has two rooms on each floor. (Showing a three-story building with two rooms on each floor) The little monkey really wants to live in such a building at once. Who will help the little monkey move the new house? (Please ask the children with average ability and strong ability to come up and help respectively)
(1) If the little monkey lives in the wrong place, then discuss it like this: Is the little monkey living in the right place and why?
(2) If the little monkey lives right, discuss it like this: Why do you want the little monkey to live here? Children here may have two different views. Some children may think that the little monkey lives in the right place, while others think that the little monkey lives in the wrong place. The teacher wants children with two opinions to give reasons separately. The teacher is going to dig deep here.
Teacher's summary: The first number of the original house number indicates which floor, and the third number indicates which room.
(3) Name a house number and let the children find the room:
Example: The teacher said 302, let the children with average ability find the corresponding room. 1) Does he think it's right? Why?
The teacher can sum up here: the first number of the house number indicates which floor, and the second number indicates which room. When looking for a room, let's look for which floor first, and then which room.
The teacher asked the children to try the operation (everyone was envious when they saw the little monkey living in the new building, and they all wanted to live in the new building as soon as possible and see the beautiful scenery in the distance)-please press the house number of the little animal to help them live in the new building.
(1) Remind children to follow the steps:
1) The first digit of the house number indicates which floor, and the second digit indicates which room.
2) Find the floor first, then the room.
3) Find rooms according to the house numbers of small animals, and only one small animal lives in each room.
5. Teachers' comments
(1) Live in the right place
1) What's the house number on your rabbit?
2) Which room should I stay in?
What do you think of this room?
(2) living in the wrong place
1) Is the pig alive? Why?
2) Where is 201?
3) Please help the piglet live to 20 1.
6. Experience the joy of helping small animals. The small animals all moved into the new building. They are very happy. Let's celebrate together!
(Everyone dances together in cheerful music to celebrate the housewarming.)
Activity reflection: In this activity, when helping small animals find their homes, children can't distinguish well. Children should be allowed to observe animals and then think about where they all live. And then boot later. If you show it directly, it will make children look more abstract. These are not taken into account when preparing lessons, and some adjustments will be made next class.
The Design Intention of Class 3 in "Small Animals Moving"
The Outline puts forward that "mathematics education must make children feel the quantitative relationship of things from life and games, and experience the importance and interest of mathematics." The cognitive ordinal number is based on the cognitive cardinal number, and the children in this class have learned the cardinal number within 10, which is ready for learning ordinal number. The content of this course is the preliminary two-dimensional space knowledge involved in ordinal number learning within 5, which is also accessible to children in their daily life, in line with their age characteristics and existing life experience. The purpose of this class design is to make children like to participate in ordinal inquiry activities and be interested in knowing ordinal numbers.
moving target
1, cognitive goal: to perceive the meaning of ordinal numbers and know which ordinal numbers are within 5;
2. Ability goal: determine the arrangement order of objects according to the specified direction, and distinguish cardinality and ordinal number;
3. Emotional goal: I like to participate in math activities and experience the fun of hands-on operation.
Important and difficult
Activity focus: sort objects in a certain direction, and distinguish cardinality and ordinal number. Difficulties in activities: take a seat according to the house number and send small animals home.
Activities to be prepared
1, experience preparation: the child has mastered the cardinal number within 5 and has a good understanding of the spatial orientation of up, down, left and right.
2. Material preparation: red, blue, green, purple and yellow houses; Animal cards with house numbers
Pieces (kitten, pig, puppy, rabbit, lamb); Green arrow; Paperwork; 1-5 digital card; Recording.
Activity process
(A) the lead-in part
-"Clap game": Teachers draw digital cards and children clap their hands. The children clapped their hands when the teacher drew a few numbers. (Review and consolidate the base number within 5)
(2) Basic part 1. Count the houses and rank them.
Teacher: Good news. The small animals in the forest will move to the new house. They asked us for help! Are the children willing?
Teacher: Please let the children and the teacher have a look in the forest.
Teacher: Look, there are many beautiful new houses in the forest. (Let a child answer) How many are there?
-Five seats.
Teacher: Can you tell the teacher how you count?
-Young: from left to right/from right to left.
-teacher: great! Please sit down. Then let's count together and see if there are five houses! Teacher: A * * * has five houses, how many should be represented by numbers?
-Please invite a child to the stage to get five cards. And guide the children to say that this "5" represents a * * * with five houses.
Teacher: Please look at what this is. (Arrow) Point the arrow in different directions and ask the child where the direction should be. Then stick the arrow on the house and point out the direction of the arrow.
Teacher: There are so many beautiful houses that children must like them. Which one do you like best?
Ask one or three children to speak and ask them where they are in line according to the direction of the arrow. Finally, let the children count together. Please ask the children who have answered the questions to come to the stage to help paste the digital cards, and the rest will be done by the teacher. )
-Guide children to discover that the two "5s" represent different meanings. The first representative has five houses, and the second representative ranks fifth.
2. Show the animal cards and play hide and seek.
-Let the children count * * * how many small animals are there? Tell the children to close their eyes. The teacher will bring a small animal at will. Let the children say what kind of small animals are missing and rank them first according to the direction of the arrow. * * * Two rounds of competition.
3. Send the small animals back to the room according to the house number.
Listen and determine the house where the small animals live. Let children think about how to calculate buildings, floors and rooms, and let them show them with arrows. Send the small animals back to the room according to the house number.
Verb (short for verb) activity is over:
Teacher: I'm glad to find small animals in my new house. They want to go to the movies to celebrate and buy movie tickets, but when they enter the room, something goes wrong. Two small animals don't know which seat they are in. Please help the children! (Paper distribution work)
-check and comment on homework, let the children show their homework on the blackboard, and let them count collectively to see if they are right.
The expansion of intransitive verbs;
-Let the children help Mr. Hippo make up the house number.
Activity summary
The atmosphere in the whole activity is very good, and the children's participation is very high. Especially in the game session, the children had a good time, not only enjoying the fun of the game, but also learning and consolidating the knowledge points of this lesson. When distinguishing the different meanings of two "5", children can express it many times to deepen their impression and understanding.
The Design Intention of Teaching Plan 4 of "Small Animals Moving to New Houses";
Small class, everyone spends time in different kindergartens. When I first arrived in Class 8, the children were strangers and had little communication with each other. Through nearly a year of contact and communication, the children gradually became familiar with each other from strangers. Many children have good friends in class. Let's play games together, learn skills and have fun. In a free activity, Chloe Wang said to Zhang Xiyuan, "Yuanyuan, come to my house after dinner this afternoon." Yuanyuan was very happy and asked Chloe Wang, "Where do you live?" "I live on the sixth floor." "Which room is on the sixth floor?" "The sixth floor is the sixth floor." Wang Lei is very anxious, but the more anxious she is, the less clear she is. "Our family lives in 20 1, and your family lives in 600?" Yuanyuan is getting impatient. Wang Lei was flushed, but she couldn't say clearly. It was not until her grandmother came that the problem was completely solved. After dinner that day, Zhang Xiyuan did go to Wang Lei's house. They had a good time, and when they got to kindergarten, they were more inseparable.
With the growth of age, children in the second half of the middle class have a stronger desire to socialize, and knowing the house number undoubtedly provides a tool for children's communication, making them more convenient and confident in communication. Therefore, I designed this teaching activity to enrich the children's house number experience and promote their development in communication.
Activity objectives:
1. On the basis of understanding the ordinal number within 5, find the corresponding room according to the house number.
2. Experience the joy of helping small animals move into new houses during the activities.
Activity flow:
Scene introduction-consolidating experience-children's discussion-children trying to operate-teacher's comments-experiencing the happiness of helping small animals.
Key guide:
Understand the practical significance of house numbers
Activity preparation: knowledge preparation:
1. The children already know the horizontal ordinal number and the vertical ordinal number respectively.
2. A few children have played such games in regionals and accumulated some experience.
Material preparation:
1. The teacher demonstrated different houses (a bungalow with five rooms, a high-rise building with five floors and two rooms on each floor); A picture of a monkey, lamb, chicken, pig and rabbit.
2. A children's operation building (children of different levels provide different levels of materials: two floors, three floors, four floors, five floors, six floors, two rooms on each floor, three floors, four floors, three rooms on each floor. Different abilities provide different materials. This widens the distance in both horizontal and overall aspects, satisfies the development of different children, and enhances the children's experience on the basis of experiencing success and happiness. There are many small animals with house numbers written on them.
3. A ribbon made of crumpled paper for celebration; A tape full of happy music.
Activity flow:
1, scene import
Many small animals surround the little monkey. What are they talking about?
-It turns out that the little monkey told everyone: "I went to play in the city today and found that people there live in tall buildings, which are spacious and bright. Let's come to Gai Lou! " "Good, good!" The little animals cheered.
2. Consolidate experience
(1), the little animals started, and soon the new house was built (the picture shows a bungalow with five houses).
1), let the children help a small animal move into the first house.
2). Why does the rabbit want to live here?
(The experience to be consolidated here is: counting rooms from left to right, in turn: the first room, the second room-consolidating children's horizontal ordinal experience)
(2) Little Nutbrown hare thinks that the new house is spacious, but he can't see the distant scenery, so the little animals discuss and build a second house. Look, the second house has been built, so high! Show a five-story high-rise building with only one room on the beautiful floor.
1), let the children help move some small animals into the second room.
2) Why do pigs live here?
It turns out that high-rise buildings are counted from bottom to top, with the first floor and the second floor ———————
(The experience to be consolidated here is: from the bottom to the upper floors, in turn: the first floor, the second floor-consolidating children's experience in vertical ordinal numbers)
3. Children's discussion
Piggy thinks that although this building is very high, there is only one on each floor. It's really inconvenient to find good friends to play with and go up and down. So the little animals discussed building a third house.
(1), guess what the third house built by small animals will look like?
(Guide the children to say that there are two or three rooms on each floor)
(2), wow! Sure enough, as you said, the building built by Little Animals this time has two rooms on each floor. (Showing a three-story building with two rooms on each floor) The little monkey really wants to live in such a building at once. Who will help the little monkey move the new house? (Please ask the children with average ability and strong ability to come up and help respectively)
(1). If the little monkey lives in the wrong place, discuss it like this: Is the little monkey living in the right place and why?
(2) If the little monkey lives right, discuss it like this: Why do you want the little monkey to live here? (Please help the children to answer by themselves)
Children here may have two different views. Some children will think that the little monkey lives right, while others will think that the little monkey lives wrong. The teacher wants children with two opinions to give reasons separately. The teacher is going to dig deep here.
Teacher's summary: The first number of the original house number indicates which floor, and the third number indicates which room.
(3) Name a house number and let the children find the room:
Example: The teacher said 302, let the children with average ability find the corresponding room.
1). Does he think it's right? Why?
Teachers can sum up here: the first digit of the house number indicates which floor, and the second digit is a list.
Tell me which room. When looking for a room, let's look for which floor first, and then which room.
4. The teacher asked, and the children tried to operate.
Seeing the little monkey living in the new building, everyone is envious. Everyone wants to move into the new building quickly and see the beautiful scenery in the distance.
Please help small animals to live in the new building according to their house numbers.
(1), reminding children of the operation steps:
1), the first number of the house number indicates which floor, and the second number indicates which room.
2) Find the floor first, then the room.
3) Find rooms according to the house numbers of small animals, and only one small animal lives in each room.
5. Teachers' comments
(1), live on the right.
1), what's the house number on your rabbit?
2) Which room should I stay in?
What do you think of this room?
(2) Living in the wrong place
1), is the pig alive? Why?
2) Where is 201?
3) Please help the piglet live to 20 1.
6. Experience the joy of helping small animals.
The small animals all moved into the new building. They are very happy. Let's celebrate together! (Everyone dances together in cheerful music to celebrate the housewarming.)