Chinese teaching plan for large classes in kindergarten: tiger coming 1 1. Teaching objectives
(1) Listen to the story carefully, quickly grasp the main contents of the first half of the story, and find reasonable clues in the story.
(two) according to the clues provided by the story, creatively and reasonably continue to write the ending of the story.
(3) In co-creating stories, they can boldly express their opinions, have an interest in actively participating in creating stories, and confidently tell their stories in more accurate and coherent language.
Second, teaching preparation.
There are videos of tigers, roosters, little monkeys, white rabbits and calves playing in the forest; Chinese character card "Tiger is coming"; Some drawing AIDS, sand insertion AIDS and magnetic attraction AIDS; Recorder, magnetic tape, physical projector.
Third, the teaching process
(A) put forward the content of this activity, arouse the interest of children.
1. The background of the forest appears on the TV screen through physical projection, asking, "What is this place, children?" "Whose home is this forest?"
Play the recording of "Tiger Roar" and ask, "Listen, what is this sound? Who is here? What do you think of tigers? " And cast a few Chinese characters on the screen: "The tiger is coming" to let the children know.
Teacher: "Today, the teacher told you the story" The Tiger is Coming "."
Comments: The design of the opening session is very innovative. Teachers use modern educational means to introduce the content of this activity vividly and fully arouse children's interest in the activity.
(2) The teacher tells the first half of the story and asks the children to listen carefully and remember the story as soon as possible.
1. The teacher told the story emotionally, prompting: "When did you hear the first half of the story clearly?" What place? Who is there? What are they doing? "
2. After asking the story name and the above questions, the teacher continued to ask enlightening questions:
(1) "The little animals are having a good time. Who suddenly came? "
(2) "The teacher only said' the tiger is coming'. Do you think this story is over? If you are a rabbit, a rooster, a monkey or a kitten, what will you do when you meet a tiger? "
3. Let the children watch the video under the guidance of the teacher to deepen their understanding of the clues provided in the story.
Comments: Help children understand the first half of the story as soon as possible through the teacher's vivid story telling and lively and interesting animated story video. The teacher also learned the child's psychological state when he encountered an emergency by asking the child to substitute the questions of the story characters, which activated the child's imaginative thinking.
(3) Let children cooperate to create the ending of the story, which requires them to boldly express their views, actively participate in the creation of the story, and confidently tell the story in a complete and coherent language.
1. Teacher: "What will happen when the tiger comes? Next, please discuss it and make up the following story. "
2. Let the children communicate with each other, the teacher patrol and guide, and then help the children summarize several possible story endings.
3. Provide learning materials such as inserting sand, pulling wires and magnetic attraction, and divide them into several groups according to the above different endings. Children choose group activities according to their own wishes, put forward their own opinions and enrich the story.
Teachers give guidance in groups with different endings:
(1) What did the little animal think of to beat the tiger away?
(2) How can small animals escape from fierce tigers?
(3) Why do tigers become good friends with small animals?
(4) How does a tiger catch small animals?
4. Teachers go to each group to give guidance, encourage individual children who lack self-confidence and are timid, and provide them with tape recorders to arouse their interest and encourage them to record their opinions.
5. Encourage each group of children to tell the ending of their own stories to other groups of children.
6. Focus on the children, and then each group of children will find a representative to tell the story of their own group, and the teacher will simply evaluate it.
Comments: provide a variety of learning materials, let children choose independently, cooperate to create the ending of the story, and the child's subjectivity is fully reflected. The link of children telling stories to each other and to guests and teachers fully provides opportunities for children to express themselves and cultivate their self-confidence. In addition, children can express their opinions freely and continue to tell stories in groups, which also exercises their social behaviors such as cooperation and discussion.
Fourth, activity extension.
Put all kinds of animal headdresses and props into the activity area, let children freely combine in normal activities, and guide children to know and experience animal images and their personality characteristics through role-playing.
Language teaching plan for large classes in kindergarten: Tiger Comes 2 Design intention: According to the language field requirements of "Kindergarten Education Guidance Outline", "encourage children to express their thoughts and feelings boldly and clearly, try to explain and describe simple things or processes, and develop children's language expression ability and thinking ability"; "Kindergarten Chinese Curriculum Guidance Series" points out: "The support provided by teachers is very important to encourage children to use their imagination to make up stories." With the increase of knowledge and experience, the children in this class not only like to ask questions, but also like to communicate with their peers and teachers and express their ideas, which can basically be told coherently and completely in the telling activities. However, in the sequel to the story, the plot created is plain and simple. Therefore, according to the actual level of the children in this class, we choose the language activity "The Tiger is Coming", trying to guide the children to use their imagination to write rich storylines, stimulate their interest in creative imagination activities, encourage them to express their ideas boldly, coherently, completely and vividly, and achieve the goal of cultivating children.
Activity objectives:
1. Take an active part in the sequel to the story and become interested in the imaginative activities of the sequel.
2. Be able to imagine boldly and express your ideas coherently, completely and vividly.
3. Listen to the story carefully and continue the story creatively and reasonably according to the clues provided by the story.
Activity preparation:
There are background pictures of roosters, monkeys, kittens, rabbits and calves playing in the forest, pictures of tigers, tape recorders and tapes.
Activity flow:
1. Introduce activities to arouse children's interest.
1. Show the background map of the forest and ask: What is this place? Whose home is the forest? Who can look at this picture and tell the story that happened in the forest? (
Children's description pictures)
2. The teacher summarizes according to the children.
Two. Pay attention to discussion activities:
(1) Children communicate freely and discuss their own ideas;
1. Play the recording of "Tiger Roar". Teacher: Listen, what's that noise? Who is here? What do you think of tigers?
2. Question: What will happen to the small animals after the tiger comes? What will happen next?
(Children are free to discuss. )
(2) Individual children exchange ideas collectively.
Third, children's group activities, the teacher put forward group requirements.
1, the teacher uses symbols to help children sum up several possible story endings:
◆ What did the small animal think of to beat the tiger away?
◆ How can small animals escape to avoid fierce tigers?
◆ How does a tiger catch small animals?
◆ Why do tigers become good friends with small animals?
(1) Each group chooses a question as a sequel, and each friend participates in it. First, they record their thoughts with symbols, and then tell their peers loudly, coherently and completely in the group.
(2) Help each other when using symbolic records, and sit down and communicate after recording.
(3) Listen carefully to the children's speeches, select the "story king" and communicate in the group.
2. Children's group activities: Teachers focus on helping children with weak expressive ability to express loudly, coherently and completely, and remind children to learn cooperative learning in group activities.
Fourth, focus on communication and sharing:
(1) Every child has the freedom to share his sequel story with his peers first.
(2) Each group of "story kings" communicate in the collective.
Attachment: At the beginning of the story of Tiger Coming, there are many small animals living in the dense forest. One morning, the red sun rose. The cock woke up the little animal with his mouth wide open. Rabbits, cats and monkeys are all good friends. They are playing happily on the grass around a big banyan tree. Look, the kitten is practicing skipping rope. It swings the rope rhythmically and jumps more and more vigorously. The lovely rabbit patted the big ball and turned red. The most naughty little monkey is jumping up and down under the big banyan tree and swinging on the branches with his big eyes turned! The calf also came to join in the fun. It shook its big head, looked around, and then erected sharp horns, proudly saying, "Who is better than me? Take the top one and see who has the greatest strength!" " The little animals had a good time. Suddenly, a tiger's cry came from a distance. The little animals were frightened and shouted, "Here comes the big tiger, here comes the big tiger …".
Language teaching plan for kindergarten large classes: Tiger comes to three activity targets.
1. Take an active part in the sequel to the story and become interested in the imaginative activities of the sequel.
2. Be able to imagine boldly and express your ideas coherently, completely and vividly.
3. Listen to the story carefully and continue the story creatively and reasonably according to the clues provided by the story.
4. Understand the moral and philosophy contained in the story.
5. Be able to listen to others quietly, think positively and experience the fun of literary activities.
Important and difficult
Be able to imagine boldly and express your ideas coherently, completely and vividly.
Listen to the story carefully and continue the story creatively and reasonably according to the clues provided by the story.
Activities to be prepared
There are background pictures of roosters, monkeys, kittens, rabbits and calves playing in the forest, pictures of tigers, tape recorders and tapes.
Activity process
1. Introduce activities to arouse children's interest.
1. Show the background map of the forest and ask: What is this place? Whose home is the forest? Who can look at this picture and tell the story that happened in the forest? (Children describe pictures)
2. The teacher summarizes according to the children.
Two. Pay attention to discussion activities:
Children freely communicate and discuss their ideas;
1. Play the recording of "Tiger Roar". Teacher: Listen, what's that noise? Who is here? What do you think of tigers?
2. Question: What will happen to the small animals after the tiger comes? What will happen next? (Children are free to discuss. )
Individual children communicate their ideas collectively.
Third, children's group activities, the teacher put forward group requirements.
1, the teacher uses symbols to help children sum up several possible story endings:
(1) What did the little animal think of to beat the tiger away?
(2) How can small animals escape from fierce tigers?
(3) How does a tiger catch small animals?
(4) Why do tigers become good friends with small animals?
2. Each group chooses a question as a sequel, and each friend participates in it. First, they record their thoughts with symbols, and then tell their partners loudly, coherently and completely in the group.
3. Help each other when recording with symbols, and sit down and communicate after recording.
4. Listen carefully to the children's speeches, choose the "story king" and communicate in the group.
Children's group activities: Teachers focus on helping children with weak expression ability to express loudly, coherently and completely, and remind children to learn cooperative learning in group activities.
Fourth, focus on communication and sharing:
(1) Every child has the freedom to share his sequel story with his peers first.
(2) Each group of "story kings" communicate in the collective.
Teaching reflection
The children have mastered this activity well and are interested in it. They like small animals and stories like this, so every child's energy is particularly concentrated. According to the clues provided by the story, they continue to make up the story creatively and reasonably. In the sequel to the story, most children can use their clever minds and give full play to their imagination to communicate with their partners in the group. In communication, children can listen to stories carefully. Some children only like to listen to others, but they all listen.
After this class, I feel that my shortcomings in the whole teaching plan design process are:
In the whole class, teachers should give children more time to think and inspire them to think and imagine.
Encyclopedia: Tigers are typical mountain forest animals, which can survive well from tropical rain forests and evergreen broad-leaved forests in the south to deciduous broad-leaved forests and mixed coniferous and broad-leaved forests in the north. In the northeast of China, it often appears in mountainous areas, such as ridges, bushes, rock or gravel ponds, etc. In order to hunt.
Language teaching plan for kindergarten large class: Tiger comes to four activity targets.
1, actively participate in the sequel, and are interested in the imaginative activities of the sequel.
2. Be able to imagine boldly and express your ideas coherently, completely and vividly.
3. Listen to the story carefully and continue the story creatively and reasonably according to the clues provided by the story.
Activities to be prepared
1. There are background pictures of roosters, monkeys, kittens, white rabbits and calves playing in the forest.
2, big tiger pictures, tape recorders, tapes.
Activity process
First, introduce activities to arouse children's interest.
1. Show the background map of the forest and ask: What is this place? Whose home is the forest?
Who can look at this picture and tell the story that happened in the forest? (Children describe pictures)
2. The teacher summarizes according to the children.
Second, focus on discussion activities:
1, children freely exchange and discuss their own ideas:
(1) Play the recording of Roaring Tiger. Teacher: Listen, what's that noise? Who is here? What do you think of tigers?
(2) Question: What will happen to the small animals after the tiger comes? What will happen next?
(Children are free to discuss. )
2. Individual children communicate their ideas collectively.
Third, children's group activities, the teacher put forward group requirements.
1, the teacher uses symbols to help children sum up several possible story endings:
(1) What did the little animal think of to beat the tiger away?
(2) How can small animals escape from fierce tigers?
(3) How does a tiger catch small animals?
(4) Why do tigers become good friends with small animals?
2. Communication and recording
(1) Each group chooses a question as a sequel, and each friend participates. First, record their thoughts with symbols.
Then speak loudly, coherently and completely to your peers in the group.
(2) Help each other when using symbolic records, and sit down and communicate after recording.
(3) Listen carefully to the children's speeches, select the "story king" and communicate in the group.
3, children's group activities: teachers focus on helping children with weak expression ability to express loudly, coherently and completely.
Remind children to learn cooperative learning in group activities.
Fourth, focus on communication and sharing:
1, every child is free to share his story with his peers.
2. The "story kings" of each group communicate in the group.
Attachment: At the beginning of the story, "The tiger is coming"
There are many small animals living in dense forests. One morning, the red sun rose. The cock woke up the little animal with his mouth wide open. Rabbits, cats and monkeys are all good friends. They are playing happily on the grass around a big banyan tree. Look, the kitten is practicing skipping rope. It swings the rope rhythmically and jumps more and more vigorously. The lovely rabbit patted the big ball and turned red. The most naughty little monkey is jumping up and down under the big banyan tree and swinging on the branches with his big eyes turned! The calf also came to join in the fun. It shook its big head, looked around, and then erected sharp horns, proudly saying, "Who is better than me? Take the top one and see who has the greatest strength!" " The little animals had a good time. Suddenly, a tiger's cry came from a distance. The little animals were frightened and shouted, "Here comes the big tiger, here comes the big tiger …".