Kindergarten large class teaching plan 1 activity goal
1. Educate peers not to quarrel and fight, but to be humble to each other.
2. Cultivate children's interest in listening to stories, guide children to tell stories, learn dialogues boldly, and cultivate children's oral expression ability. Learning words: single-plank bridge.
3. It can stimulate children's interest in acting stories, boldly learn dialogues and develop children's oral expression ability.
4. Be able to analyze stories and cultivate imagination.
5. Be able to listen to others quietly, think positively and experience the fun of literary activities.
Emphasis and difficulty in teaching
Cultivate children's interest in listening to stories, talk boldly and cultivate their oral expression ability.
Know the bad consequences of quarreling and fighting, and understand the truth of mutual humility between peers.
Activities to be prepared
Activity courseware, story record, a little black sheep and a little white sheep headdress. A long bench.
Activity process
(a) the beginning part
1, the game "Walking the Bridge" entered the classroom. (a long bench)
Teacher: How did you feel when you crossed the bridge just now?
(1) The child said it felt.
(2) Teacher's summary.
2, lamb headdress, stimulate children's interest and lead to topics.
Children, the teacher brought you two little friends today. Who do you think they are? Today, we are going to learn the story about two children crossing the bridge. Show the title "Lamb Crossing the Bridge".
(2) Basic part
1, listen to the story and let the children understand the story.
Listen and answer two questions:
(1) What's the name of this story?
(2) Did the two lambs cross the bridge? What was the result?
These two simple questions, I will ask children with poor answering ability to cultivate their interest in learning stories.
2. Show the courseware and let the children know the location.
3. Show the courseware that the little white sheep and the little black sheep can't cross the middle of the bridge, so that children can understand that the single-plank bridge is narrow and can only walk alone. Learning words: single-plank bridge.
4. Show dialogue courseware, let children learn dialogue boldly and cultivate their oral expression ability.
At this time, I will ask two children with strong oral expression skills to talk boldly, and the other children will whisper.
5. Show the courseware of two sheep falling into the river, let the children understand the bad consequences of quarreling and fighting, and understand the truth of mutual humility between peers.
(3) Conclusion.
1. Play the game of single-plank bridge and explore how to cross it.
Try to cross the bridge in pairs.
Did you cross the bridge? How to cross the bridge without falling into the river?
Teacher: Just now, we walked across the wooden bridge with mutual humility. Let's tell this method to the little white sheep and the little black sheep.
2. Let the children wear headdresses and play different roles.
3. Organize children to discuss in groups:
Children, what do you want to say to two lambs? Encourage children to speak boldly with their peers. I toured to guide and listen to the children's discussion results. The teacher concluded: Children, no matter what you encounter in the future, you can't quarrel and fight, and your companions should be humble to each other.
Teaching reflection:
This class is a language activity class for a large class of children. The story is about two lambs crossing a wooden bridge, refusing to give way to each other, and then they both fell into the river. The main goal of this lesson is to cultivate children's interest in listening to stories and let them know that they should be humble to each other, not arguing or fighting. In this lesson, I first talked about the introduction of bridge-crossing games to stimulate children's interest and let them know the "narrowness" behind the wooden bridge by crossing the bridge.
Then through the courseware display, understand the position of two lambs and the scene of dialogue and quarrel with them, so that children can intuitively feel the story content. In a class, children have a strong interest and are more active in the later discussion. These children are also interested in role-playing. On the whole, this course is very successful. But there are also many shortcomings, because children are still young, and individual children can't fundamentally understand the meaning of humility. Most children still can't give humility to their peers when they play. And many children don't know what to say when they talk freely later. Without more guidance, the classroom discipline was a bit chaotic at last. We must pay more attention to guidance in the future. Try to do better. Because I just transferred from primary school to baby industry, other teachers said that I spoke a little too fast in class, and my language was not friendly enough and a little stiff. I will pay more attention to correction in the future.
Teaching objectives of large class teaching plan 2 in kindergarten
1, understand the relationship between the earth and the moon and the sun, and their operation.
2. Stimulate children's interest in exploring the mysteries of the universe.
Environment and materials
1, children collect relevant information.
2, flashlight, table tennis each group 1 copy.
3. On page 28, under science.
teaching process
First, understanding the earth inspires children to discuss freely: What is the shape of the earth? What's on the earth? How does the earth turn?
Second, know the sun and communicate with the topic of "the power of the sun".
Third, know the moon.
1. What does the moon look like? Will the moon shine? Why is the moon sometimes round and sometimes curved?
The teacher introduced some legends about the moon to the children.
Fourth, watch the album "The Earth and Its Partners" to further feel the relationship between the Earth and its partners.
The third activity goal of kindergarten large class teaching plan:
1, the understanding of tourism knowledge, promote children's memories of tourism experiences.
2. Cultivate children's ability to quickly organize and create an environment.
3. Children can communicate in complete Mandarin.
4. Experience the joy of collective cooperative games.
Activity preparation:
Clothes, hats, tickets, red flags, food, bags, etc.
Activity flow:
First of all, lead to the theme:
1, Teacher: Have you ever traveled with your parents? Who else is traveling besides your family? How can you travel together when you don't know other people? Who else is in the tour group besides tourists? What is the tour guide responsible for? What about the driver?
2. Teacher: Spring is coming, and the good season for traveling is coming again. People from the doll's family and unit will organize trips. Today we will add games for tour groups.
Second, help children to increase their understanding of tourism knowledge.
1. What preparations should I make before traveling? Sign up at the travel agency, buy what you need for your trip, and prepare your backpack ...
2. Travel agencies shall arrange drivers, tour guides and tourist routes for tourists.
Third, assign roles:
The travel agency has two receptionists, a tour guide and a driver.
The rest of the game groups choose their own leaders and freely combine to play the game.
Fourth, children's games:
1, key guidance: guide travel agencies to register for tourism and inspire receptionists to introduce tourist routes. When will you sign up? What should I bring?
2. Help tour guides pack their own images. (For example, wearing a hat, holding a red flag, carrying a bag, etc. )
3. Guide the doll's family to clean the environment at home. If you want to travel, you must take good things and get ready.
Verb (abbreviation of verb) game evaluation;
1, focusing on the development of travel agencies:
What is the reception of the receptionist? A guide's introduction? Participation of tourists ...
2, children quickly organize the game material in groups.
The fourth activity goal of kindergarten large class teaching plan
1. Observe the story content of photo season.
Try to retell the story by looking at the pictures.
3. Understand the process of human digestion.
4. Understand the moral and philosophy contained in the story.
5. Understand the story and speak simple things boldly.
Important and difficult activities
1. Observe the picture and understand the story.
2. Express your opinions boldly.
Try to retell the story by looking at the pictures.
Activities to be prepared
1, Mr. Wei paper dolls, fresh-keeping bags, biscuits.
Activity process
1, telling the story "The Journey of Carrots".
2. Ask children questions:
(1) What does Xiao Xin like? (carrot)
(2) What happened when the carrot was in the mouth? (Free answer)
(3) What is the long pipe in the picture? What is it like? (Free answer)
(4) Carrots are in the stomach. What does the stomach do? The stomach will make carrots smaller and smaller.
(5) Do you think the role of the stomach is important? Why? (Free answer)
(6) What did carrots finally become? (shit)
The teacher put some biscuits in the fresh-keeping bag to let the children observe the process of biscuits being crushed. The teacher used this metaphor to grind food in the stomach.
4. Ask the children to summarize the position of carrots in Xiao Xin. (oral cavity, esophagus, stomach, small intestine, large intestine) guide children to understand that food goes through a series of digestive processes in the human body.
Let the children try to tell the story again.
Activity suggestion
Before the activity, the teacher should provide children with pictures or models of the human digestive system to accumulate relevant experience for the activity.
Reflection:
In the whole activity, children are more interested. After listening to the story, the children soon knew the whole process of food digestion. Food passes through the mouth, then to the stomach, which chews the food into smaller pieces, then to the small intestine, which absorbs the nutrition in the food, and then sends the useless residue to the large intestine, and finally turns it into feces. Children are particularly curious when showing the digestive system diagram. At this time, it is best for children to feel the area with the help of simulated organs.
Kindergarten large class teaching plan 5 i. Activity theme
Singing line
Second, the activity objectives
1, children through exploration, found that with the help of rosin powder, line friction can produce sound. Cultivate children's practical ability.
2. Cultivate children's interest in scientific and technological activities and their desire to explore.
Third, the applicable object
Children aged 5-6.
Four. Resource requirements for activities
Various threads (cotton thread, silk thread, wool thread, nylon thread, small thread); Sugar, flour, corn flour, rosin powder and salt; Paper, watercolor pen.
Verb (abbreviation of verb) activity process and content
Exploratory question: Can a line make a sound?
Children's discussion.
I play the strings with my fingers.
I stroked the strings with my fingers.
Have a try.
(1) What kind of material can make wires sound? Children use various materials and methods to touch the thread to make it sound.
(1) Dip your finger into the salt to make the line smooth.
② Dip your fingers in sugar to make the thread smooth.
(3) Dip your fingers in corn flour to make the thread smooth.
④ Dip your fingers in rosin powder to make the thread smooth.
(2) Tell me about my experimental results.
(1) Dip your finger in salt to draw a line, and you can't make a sound.
(2) Dip your fingers in sugar and stroke the line, and you can't make a sound.
(3) Dip your fingers in corn flour and stroke the thread without making a sound.
(4) Dip your finger in rosin powder and stroke the thread to make a sound.
(3) Children record the experimental process.
Have fun.
(1) Can you make other wires sound?
(2) By comparison, try which line makes the loudest sound and which line makes the smallest sound.
Matters needing attention about intransitive verbs
1, materials cannot be mixed.
2. Remind children not to taste all kinds of materials.
3. Make records while doing experiments, so that the records are consistent with the results.
4. Because of the strong adhesion of rosin powder, it is suggested to wash hands and change threads after each experiment.
Seven, expand the clues
1, making toy musical instruments.
2. Organize an instrumental concert, and the children will play the rosin sounding pipe by themselves.
The sixth activity goal of kindergarten large class teaching plan
1. Read the words "star, eagle, nail, ice" correctly and feel the interest of tongue twisters.
2. Perceive and understand tongue twisters by observing, imagining and participating in demonstrations. And try to create some tongue twisters.
3. Be interested in tongue twisters and experience the happiness of tongue twisters.
Activities to be prepared
Courseware and whiteboard
Activity process
1. Video import stimulates interest.
Video of crosstalk tongue twisters: What programs did they perform? What do you think?
Conclusion: Tongue twister is a great skill! Very interesting! Today we are going to learn a tongue twister.
Strategy: similar to Unicom, to move quietly. Play a wonderful tongue twister video to focus children's attention. Intuitive visual stimulation stimulates children's interest in tongue twisters, thus generating the desire to learn tongue twisters and paving the way for the next link.
2. Practice accurate pronunciation with pictures.
(1) presents four pictures, with a preliminary perception.
Question: Look, I have a wand in my hand. It's amazing. It will change with a light touch. What have I changed? How to say a word? (star)
Question: Do you want to change? Then please have some. What has changed? Say it in one word. A nursery. )
(2) fun games to practice word pronunciation.
(1) The teacher gives directions and reads quickly.
Lead: Stars, eagles, nails and ice are all similar, and they are really similar. If you don't make it clear, others can't tell. We tried to make it clear one by one. What the teacher means is that children study? )
② "Train" game, solitaire.
Lead: Now, let's play the game of driving a train, one by one! Speak out loud like just now! The teacher means to let the children take turns reading.
Summary: The train runs smoothly. You are all smart enough to distinguish stars, eagles, nails and ice.
Strategy: Turn the interactive function of electronic whiteboard into a "magic wand" situation, with a little change, which is suitable for children's learning characteristics and entertaining. Interesting presentation, vivid image stimulation and mysterious language guidance deeply attract children, arouse their unintentional attention and strengthen their conscious memory.
3. Learn tongue twisters according to the situation.
(1) Show them one by one and learn them sentence by sentence.
There are seven stars in the sky. (Use the searchlight function and connection function. )
Problem: It's quiet at night. We use binoculars. What did you find? How many stars are there in the sky?
Question: Who can connect the seven stars and let them hold hands? Give you my wand! (children operate the connection. )
Question: What do you think it looks like?
Summary: Yes, this constellation is called the spoon constellation. It is the brightest in the northern part of the sky, also known as the Big Dipper.
There are seven eagles in the tree. (Use the magnifying glass function and drag function. )
Q: What do you see? How many eagles are there in the tree? The telescope can't see clearly. Let me show you a magnifying glass.
Question: Open your eyes and look carefully. This eagle is really naughty. It's hidden here. Please pull it out. Please ask a child to tow it. )
Seven nails on the wall. (Use the animation function. )
Question: What's on the wall? How many nails are there on the wall? Have you ever touched a nail? We swung a small hammer and aimed at the knock on the door. Knock on the door and count: one nail, two nails, three nails ... how many nails are there on the wall? (Children answer: Seven nails on the wall. )
There are seven pieces of ice in the river. (Use the mobile function. )
Q: Where are we? What is in the river? (Teacher Latour) There are a lot of ice floes. How many pieces of ice are there in the river? (Children answer: Seven pieces of ice in the river? )
(2) Complete presentation and overall perception. (Use the shielding function. )
Question: Think about it, what have we found?
Look, they are all here! Let's have a look and discuss: there are seven stars in the sky, seven eagles in the tree, seven nails on the wall and seven pieces of ice in the river.
(3) The theory of juggling.
① Teacher-student interaction: Play the game of "I say you answer".
Lead: Let's play the game of "I say you pick up" to see who picks up quickly. There are seven stars in the sky, seven eagles in the tree, seven nails on the wall and seven pieces of ice in the river. Listen again: there are seven stars in the sky, seven eagles in the tree, seven nails on the wall and seven pieces of ice in the river.
Summary: You are quick and accurate, and your brain is really smart.
(2) Interaction between children: Two children play the game of "I say you pick it up" in groups.
Conclusion: You're right. You are quick-witted, and the two people cooperate well.
③ Group exercises.
Lead: Now, let's try it together. (First time) My wand will run faster and faster. Stay close! (The teacher points, the second time. )
Conclusion: The more you speak, the better, and that's how your technology developed.
Strategy: Step by step, promote speaking in context. Children's language learning has situational characteristics. If you use pictures or objects, you not only need to prepare a lot of teaching AIDS and learning tools, but also can't show the artistic conception and magical effect of the works incisively and vividly. To this end, I use modern multimedia teaching methods, using the functions of searchlight, magnifying glass, shielding screen, dragging, sound effect and animation in the whiteboard, integrating shape, sound, light, color, motion and stillness, making a moving picture with a sword, combining audio and video, breaking through the time and space restrictions, optimizing the way of situation presentation, strengthening the interactive effect, effectively helping children perceive the content of tongue twisters and actively participating in learning.
4. Multi-interaction, trying to create.
(1) Show eight pictures to arouse interest.
Question: Hey, my wand is on again. Don't blink See what it's changed? (Stones, spears, dark clouds, pliers. ) Look, what else? (Star, eagle, nail, ice. )
(2) Matching operation and interest perception. (Use the drag function. )
Question: Let's play a game of Lianliankan. Who will look at the stars? A child moves the dark clouds and overlaps the stars. )
Summary: I see. Dark clouds give stars ...? Just say "the stars are covered".
Question: Who wants to come? Please invite another child. What can pike do? How to say a word? (Remind children with actions) "Catch the eagle". What can pliers do? We say "pull out the nail". Please invite another child? What can I do with stones? Break the deadlock. Just say "breaking the ice".
Summary: The teacher found you great, you are all smart, and nothing can beat you! Give you applause!
(3) Try interactive creative learning.
① Teacher-child interaction: I'll play and guess.
Lead: Let's play "I'll play, you guess". I do movements and guess what I'm doing.
(2) Interaction between children: action and conversation.
Lead: You two good friends also play together, one is acting and the other is guessing.
Summary: The performance is vivid, the guess is accurate, and the two people cooperate very tacitly.
Three words: speed up.
Strategy: provide scaffolding to play and learn. Operation is an important way for children to acquire knowledge. Human-computer interaction effectively satisfies children's desire to operate, changes "click" into "click", stimulates children's creative potential to the maximum extent, and shows unparalleled advantages of modern teaching equipment in teaching. In this link, children operate the whiteboard personally, which changes the content of tongue twisters from static to dynamic, and turns abstraction into image, which stimulates children's desire for expression and enthusiasm for learning, and makes creative activities easier, more effective and more challenging.
5. With the help of animation, complete the theory.
(1) Enjoy animation for the first time. (slow animation. )
Lead: A little brother can also say this tongue twister. Let's watch together.
(2) complete learning.
Question: What is the name of this tongue twister? Seven stars in the sky.
Let's talk about it completely, just like our little brother (Children say it together. )
Let's follow the rhythm and speak quickly. (The teacher clapped his hands to beat the rhythm. )
(3) Enjoy the animation again. (Quick animation. )
Lead: It's great to be able to speak tongue twisters! Speak fast and fluently before you can show it to others. This time, the little brother spoke quickly. Try it with your little brother. (Children say it together. )
(4) children's performances.
Lead: Little brother is really something. He speaks fast and well! Everybody stand up and talk to your little brother PK. Ask the visiting teacher to be the referee.
Guests and teachers are praising us! Now, let's go to PK with the guest teacher.
Strategy: Synchronize links to imitate directors. Dynamic things are more likely to become children's perceptual objects, increasing children's interest and curiosity in learning. The cartoon deductive image is exaggerated and changeable, which can better express the rhythm beauty and artistic conception beauty of tongue twisters from both sound and image, thus better helping children deepen their understanding, enrich their experience and optimize their learning effect.
Attachment: Seven stars in the sky.
There are seven stars in the sky, seven eagles in the tree, seven nails on the wall and seven pieces of ice in the river. Cover the stars, chase the eagle, pull out the nails and smash the ice. The more children talk, the smarter they become.
Kindergarten large class teaching plan 7 activity goal:
1. Improve children's communicative competence and let children feel the joy of communication in group dance.
2. Be familiar with the melody of music and express the rhythm of 4 beats by walking and jumping.
3. Initially learn to listen to the extended sound of 4 beats, learn the curve and change partners.
Highlights, difficulties and solutions of the activity:
Focus: On the basis of mutual cooperation, make full use of space and perform group dance. Through the participation of teachers, language tips and children's practice.
Difficulty: Use the role of princess and prince to practice curve walking, so that children can master the method of curve exchange partners in the extended sound of 4 beats.
Activity preparation:
1, music bingo, bell, mail carriage.
2, headdress: the crown of the prince, the veil of the princess.
3. Know the story of Cinderella in advance.
4. Pre-arranged group dance.
Activity flow:
(a) the story import:
Teacher: "children, have you all heard the story of Cinderella?" In the story, the prince held a dance to find a beautiful princess. At the ball, the prince held Cinderella's hand and danced all the time. What kind of dance are they dancing? Listen, the dance music is playing. "
(2) Process:
1. Children enjoy music with questions (a paragraph), and the teacher introduces the dance content to the children with music.
Teacher: "The prince holds the princess's hand; Everyone forms a big circle together; Exchange partners and shake hands with each other. "
2. Listen to music and enjoy group dancing. (four paragraphs)
Teacher: "Children, do you hear how they dance to the music?" Today, I invited the prince and princess at the ball to our home. They will perform for the children. Let's have a look! See how they jump. "(Children demonstrate group dance)
3. Learn the movements in stages, focusing on learning curves and changing partners.
Teacher: "The prince and the princess danced a court dance. Do you find it interesting? Want to learn? Now, please ask the handsome prince to find his beautiful princess, crown her, come to the front and dance to the music. "
(1) Under the guidance of the teacher's language, the children stand in double circles.
(2) Under the teacher's reminder, children listen to the first paragraph of music and walk hand in hand facing the circle.
(3) The second paragraph is changed from a double circle to a circle. You can jump on the circle hand in hand and keep the size of the circle when jumping.
(4) In the third paragraph, watch the teacher demonstrate and explain the method of changing partners by taking a clockwise curve. Contact in groups on the circle first (the prince does not move, and the princess practices curve walking; The princess doesn't move, and the prince practices curve walking), then practice in groups (without listening to music, the teacher prompts the language), and finally practice with music.
(5) Change partners while listening to music.
5. Listen to music completely and perform group dance.
Teacher: "The prince and princess are really smart. They learn quickly. Shall we perform together completely? "
(1) (two paragraphs) Under the teacher's language prompt, the children perform the group dance completely while listening to music, and gradually become familiar with the order and alternation law of movements.
(2) (4) Children listen to music and perform group dance independently.
6. Release activities: (Music "Mail Car")
(Music: the sound of ringing the bell) Teacher: "Twelve o'clock has already struck, and the prince and princess are going back to the castle on a pony."