Small class Chinese teaching plan for little frog listening to stories1;
1. Appreciate the story "Little Frogs Listen to Stories" and know how to be quiet when listening to stories.
2. Understand the new words: quiet, quiet, skipping and saying nothing.
3. Willing to speak your mind boldly in the activity.
Preparatory activities:
1.
2. Little Star's music tape.
Activity flow:
1, talk and lead to the topic.
Teacher: Do you like listening to stories? Who do you like to listen to tell stories? What's your favorite story?
2. Children appreciate the courseware and have a preliminary understanding of the story.
(1) Question: Who is the moon telling a story to? How do small fish listen to stories?
(2) Understanding vocabulary: Quiet. Experience the feeling of peace and tranquility collectively.
3. The teacher tells the story again, encourages the children to follow it and asks the corresponding questions.
(1) How do frogs listen to stories first?
Help children understand vocabulary: jump jump. Ask individual children to perform.
(2) What about the moon? Why are you angry?
(3) Later, how did the little frog listen to the story?
Help children understand vocabulary: say nothing.
4. Encourage children to name stories.
5. Music activity "Little Star"
Little star also came to listen to the story. How to listen?
Teaching reflection
First, the reflection on the teaching process:
1, the lead-in is scattered, so that students can't be calm for a long time after sitting down.
While listening to the story, some students still can't calm down.
3. In answering questions and comments, it is found that students are active in answering questions, still eager to express and lack listening.
4. In the process of using games for training, it has certain guidance and training function for individual students. Because of children's age characteristics, the habit of learning to listen needs constant training.
Second, reflection on self-study:
1. In the process of design teaching, the introduction of classroom needs further consideration. If the situation can be created as soon as possible, children should also be integrated into the learning atmosphere as soon as possible.
2. Make full use of children's imitation will, find an example among children and praise it vigorously, which is also an invisible reminder to other children. We should make full use of the role of role models to stimulate children to imitate beneficial habits.
3. Habit cultivation is a kind of cultivation education, which requires long-term supervision and study, and puts habit cultivation in and out of activities.
4. Further study children's psychology, further study children's experience level, learning characteristics and personality characteristics, so that self-study is more conducive to children's growth.
5. The student's evaluation made me feel refreshed. Children have their own unique vision and can also feel the Excellence of others and their own advantages.
3. If I take this lesson again, I will exchange the link between playing CD and telling stories, so that children can compare their own listening methods after watching other children's listening to stories, and then practice their listening methods by listening to the teacher, so that it is clearer to compare and evaluate their differences with others in the evaluation process.
Small class Chinese teaching plan 2 activity goal of little frog listening to stories
1, understand the story, know how to listen to the story quietly, and can't speak loudly.
2, understand the words: quiet, jump, scream.
3. Willing to speak loudly in a group.
Activities to be prepared
1, multimedia teaching courseware.
2, books, pictures of people (moon, fish, frogs, etc. )
Activity process
1. Import activity.
Teacher: Teacher Yang invited a friend of mine today. Let's see who it is. Xiao (Frog Showing Courseware) My friend likes listening to stories best, so who does he listen to?
2. The teacher tells the story in sections (1-2 pages of the book) to give the children a preliminary understanding of the story.
(1) The teacher speaks with emotion (pay attention to the tone and movements) and the children listen.
(2) Question: Who told the story to the little frog and the little fish?
How do small fish listen to stories? (Quiet, collective experience the feeling of quiet. )
How does the little frog listen to the story? (Jumping and screaming, the child jumps and screams like a frog)
3. Children observe the courseware screen 3.
Question: Where are the moon and the little fish? What happened to them? Why are they hiding?
The teacher told the story emotionally.
Question: Do you know why the moon is hidden in the clouds?
Why do small fish get into aquatic plants? Will the fish and the moon come out?
Have the moon and the little fish come out? Let's listen together.
5. The teacher tells the courseware pictures emotionally.
Question: How does the little frog listen to the story now?
The little frog listened to the story quietly. Have the moon and the little fish come out?
Do you like this story, children? What should you do when you listen to a story?
6. Enjoy the story completely (children listen to the story and teachers operate the courseware).
Question: Children, who do you like in the story?
7. Children choose their own small animals, and teachers and children perform together.
Little Frog Listening to Stories Small Class Chinese Teaching Plan III Activity Objectives:
1. Appreciate the story "Little Frogs Listen to Stories" and know how to listen to stories quietly.
2. Understand the new words: quiet, quiet, skipping and saying nothing.
I am willing to speak my mind boldly in the activity.
4. Understand the moral and philosophy contained in the story.
5. Willing to perform simple storylines in different roles.
Activity preparation:
There is a children's book. A beautiful and quiet music tape.
Activity flow:
Speak first and get to the point.
Teacher: Do you like listening to stories? Who do you like to listen to? What's your favorite story?
Second, children read children's books, listen to teachers telling stories with music, and get a preliminary understanding of stories.
◎ The teacher tells stories with music.
Question: Who is the moon telling a story to? How do small fish listen to stories?
◎ Understanding vocabulary: Quiet. Experience the feeling of peace and tranquility collectively.
Third, the teacher tells the story again, encourages the children to follow it and asks corresponding questions.
◎ How did the little frog listen to the story first? Help children understand vocabulary: jump jump. Ask individual children to perform.
◎ What about the moon? Why are you angry?
Later, how did the little frog listen to the story? Help children understand vocabulary: say nothing.
Fourth, encourage children to give names to stories.
Verb (abbreviation for verb) Music activity: little star.
Teacher: The fish and frog are listening to the moon telling stories, and the little star is also listening to the moon telling stories. How does the little star listen to the story? Encourage children to sing songs in a natural and soft voice to express the beautiful artistic conception of songs.
VI. Sections (3-4 pages)
1, Teacher: Hey! Xiaoqing frog jumped up and listened to the story. Who's angry? What happened next, let's keep listening.
2. The teacher speaks and the children listen.
Step 3 ask questions:
(1) How did the frog listen to the story later? (without saying a word)
(2) Guess what the frog will say to the moon mother-in-law and the little fish?
(3) Did Mother Moon and Little Fish come out?
Teacher: The little frog knew he was wrong and apologized at once. Mother Moon continued to tell them stories.
Seven, encourage children to name the story.
Teacher: This beautiful story has no name yet. Let's consider giving it a nice name! You can discuss it with your good friend.
Activity reflection:
The Little Frog Listening to Stories chooses the little frog, the fish and the moon, which children are familiar with and like in life, as characters, and tells the story that a little frog is not quiet and interrupts at will when listening to a story. In particular, the plot of this little frog listening to the story makes people feel very interesting and conforms to the age characteristics of small class children. Considering that most children nowadays are only children, especially those in small classes, who are "self-centered" and lack collective consciousness, I think.
In this activity, I take knowing the name of the story, understanding the content of the story and knowing that you should listen to the story quietly and not speak loudly as the focus of this lesson. At the beginning of the activity, I patted the round dance board and said with an expression, "I am a little frog, singing and croaking." A frog is very happy today. Let's guess why, shall we This link attracted children's attention in the shortest time, and made full use of the sensory perception of the game content, paving the way for realizing the focus of this activity. In the process of telling stories, through a series of questions: "Who can see where this is? Why is it so quiet? " "What did the little fish feel when they saw the moon coming out?" "How did it do it?" This kind of question makes every child come to a reasonable conclusion through thinking and have something to say.
After fully mobilizing the children to answer, I told the dialogue in the story to let the children know the dialogue of the characters in the story. On the basis of children's understanding of the dialogue, I combine the main plot of the story and use various forms to guide children to learn the dialogue between fish and frog. For example, teachers are used to guide all children, and teachers and students are divided into roles. Boys and girls are divided into roles and so on. This flexible and interesting theoretical way of teacher-child interaction and child-child interaction not only greatly mobilized the enthusiasm of children to participate in activities, but also effectively mastered the dialogue between animals and internalized polite expressions into their own languages. Moreover, it further clarifies the main plot of the story, develops children's language expression ability, develops the habit of listening to each other and responding positively, and further develops children's language understanding ability.
Little Frog Listening to Stories Small Class Chinese Teaching Plan 4 Activity Objectives:
1. Be quiet if you know how to listen to stories.
2. Willing to speak out boldly in the activity and speak in front of the group.
Activity preparation:
1. Eight pictures of the little frog listening to the story.
Activity flow:
1. Greetings, warm-up: Good morning, children. Now let's play a game called changing fingers, shall we? Please stretch out a pair of small hands and play the game of changing fingers with the teacher.
A finger, a finger, changes, changes, becomes a caterpillar, crawls, crawls, crawls, crawls.
Two fingers, two fingers, change, change, become a white rabbit, jump, jump, jump.
Three fingers, three fingers, change, change, change, become Xiaohua Mall, meow meow.
Four fingers, four fingers, change, change, become a little turtle, climb, climb.
Five fingers, five fingers, change, change, become a bird, fly, fly, fly, fly to kindergarten.
2.( 1), talk and lead to the topic.
Teacher: Do you like listening to stories? Who do you like to listen to tell stories? What's your favorite story? What should you do when listening to a story? Now let's look at a little story about a little frog listening to a story.
2. Children appreciate the courseware and have a preliminary understanding of the story.
Picture (1) Teacher's question: Do you know who is in the picture, children? Where does the little frog sit?
Picture (2) The teacher asked: Children, do you know where they are? Who's in the picture? What are they doing? Is it day or night in the picture?
Picture (3) Teacher's question: Do you know who is missing from the picture, little friend? What is the little frog doing? Who is Xiaoyu looking at now?
Picture (4) Teacher asks: Kid, why does the fish look at the frog?
Picture (5) Teacher asks: Little friend, why is Mother Moon flat-mouthed? Is she angry? Why is she angry?
Picture (6) The teacher asked: What's in the picture now, children? Where did the little fish swim in the picture? Why did you suddenly swim away?
Figure (7) The teacher asked: Who's left in the picture, little friend? Why is its mouth closed and its eyes moist?
Picture (8) Teacher asks: Who is in the picture now, little friend? Who is Mother Moon looking at with her mouth open? What is the little frog and the little fish doing with their mouths closed?
The teacher told the story again and asked questions.
(1) How do frogs listen to stories first?
(2) What about the moon? Why are you angry?
(3) Later, how did the little frog listen to the story?
4. Tell a story before the group: Ask two children to be little teachers and tell other children a simple story. Teachers use pictures or words to guide children to tell stories.
Teacher's comment: What are the similarities and differences between the two children's stories?
5. Children discuss freely: let children name the story.
Teacher's question: What other names do you think this beautiful story has, little friend?
6. Teacher's summary: Introduce new story-telling experience, consolidate new story-telling experience for children, introduce new story-telling experience for telephone games, and guide children to listen to others' stories carefully.
1. Teacher: The little frog is fine now. No matter who listens to him, he is very serious Let's learn from the little frog. When listening to others, keep your eyes on them, don't interrupt, and hear every word clearly. Today, let's play an information game. When playing this game, you must listen carefully, so that you can play the game.
2. Explain how a group of children come up to demonstrate.
3. The content of children's messages starts with simple and familiar words.