The Chinese teaching plan "Pony Crossing the River" 1 activity goal for children in large classes;
1, let the children know in the story that they should observe more, use their brains more and have the courage to try.
2. Cultivate children's preliminary comparative analysis ability and oral expression ability.
3. Enrich children's vocabulary through activities: Mill, Dilemma and Embarrassment.
Activity preparation: multimedia courseware, pictures, tape recorders, tapes and word cards.
Activity analysis: the language of this story is easy to understand, the plot is lively and interesting, and the image of pony is cute and naive, which is suitable for children's understanding ability and acceptance level. The key point of learning this story is to understand the content of the story and the philosophy contained in it. The difficulty lies in understanding the relativity between big and small, deep and shallow. In order to break through the difficulties, first show the imported pictures, and let the children compare and analyze the different results of the height of three animals under a certain water depth. Take appreciating courseware as the starting point to stimulate children's interest and tell stories. Ask a question: What did the old cow say? What did the squirrel say? What did mom say? How did the pony do it? Ask the children to discuss with each other: Why does the old cow say that water has no knees? The little squirrel said that her little friend drowned. What's the difference between them? Guide children to understand that height and short, big and small, deep and shallow are not fixed. Appreciate the courseware, tell the story and summarize the truth told in the story. Cognition of life: Everything in life is different, and different results will appear in the same situation, so we should use our brains to think about problems and dare to try.
Activity flow:
First introduce and show three pictures, and let the children compare the heights of three small animals, which involves crossing the river in advance and breaking through difficulties.
Second, expand
1, show the courseware, the teacher tells a story and asks: (1) What did the old cow say? (2) What did the squirrel say? (3) How did the pony do it?
2. Show the courseware, listen to the tape and ask: (1) Is Niu Lao right? Why? (2) Is the little squirrel right? Why? (3) What did Mother Ma say to the pony? How did the pony finally do it? (4) What does this story tell?
3. Teacher's summary: Think more and try more when encountering things, so as to be smart and capable.
Third, the end: life infiltration, please give your child a try to make style standards.
Activity reflection: This high-quality class activity is over, and I didn't know there was such a big loophole in the class until I went to the past. So summing up is also a profound reflection on yourself. Take this as a warning, continue to carry forward the good and correct the bad. In the activity, 95% of the children mastered the content of the story and 80% of the children understood the truth in the story. The advantages and disadvantages are analyzed as follows:
First, bring the difficulty to the front to break through. The language of the story is easy to understand, the plot is vivid and interesting, and the story contains profound truth. There is deep and shallow relativity, which is difficult for children to understand. So I brought this difficulty to the front to make a breakthrough, showing pictures of three small animals, so that children can compare and guide their height and understand the relativity between height and height.
Secondly, it is very reasonable to put forward the language of the characters in the story and let the children understand what the old cow and the little squirrel said in the story, but they should be understood from different angles, so in the activity, I guide the children to understand what they said from the physical characteristics of these animals and answer them with the original words in the story.
Third, courseware can't serve teaching well. I made this courseware with Flash. When I do it, I just want to show the children the main story. Maybe I indulge myself, or maybe my level is limited. There is a big gap between the courseware demonstration and the story, and the time is inconsistent. This is an incorrect view of children, without considering their acceptance.
Fourth, there is no regular training for children during the activity. Some children sit incorrectly during the activity, and some children can tell the truth of the story although they can understand the story, but they stand incorrectly when answering questions and stutter when answering (or say some spoken words), which I didn't notice and didn't correct. This also exposed my lack of regulation and control ability, poor activity control ability, and unable to control the progress of the activity well, thus making this activity inferior. In short, this activity made me realize my own shortcomings, made clear the direction I should work hard in the future, and learned many excellent practices like my colleagues. I think I will work harder in the future and form my own style in the organization of activities.
Children's Language Teaching Plan "Pony Crossing the River" 2 Activity Objectives:
1. Guide children to appreciate the story and understand the content and meaning of the story.
2. Cultivate children's preliminary analytical ability and language expression ability.
3. Let children know that they should observe more, use their brains more and be brave in trying.
4. Guide children to observe the picture carefully and stimulate their imagination.
5. By observing the pictures, guide the children to tell the contents of the pictures.
Key points and difficulties:
Key point: understand the content of the story and understand the meaning contained in it.
Difficulties: cultivate children's comparative analysis ability and understand the relativity of big and small, deep and shallow.
Activity preparation:
Multimedia PPT courseware
Activity flow:
I. Import activities:
Teacher: Listen, which animal sounds like footsteps? The pony came and brought a nice story.
Second, play PPT in sections to understand the content of the story.
1, first paragraph
Teacher: Who is in the story? What did the old horse say to the pony? What does the old horse ask the pony to do? Take this half bag of wheat to the mill. Does anyone know what the mill is for? This mill is used to process wheat. What difficulties did the pony meet on the way to the mill? (A small river blocked the pony's way) The river is fast. Who does it think of? How's the pony's heart? (scared, in a dilemma) What if you are a pony?
2. Paragraph 2
Teacher: Let's look down! Who did the pony meet? What did the pony and the old cow say? Uncle Niu, please tell me, can I cross the river? The water is shallow, just without legs, so you can wade through it. Do you want to learn the dialogue between pony and old cow? What if the teacher is a pony and you are an old cow? (Pay attention to the tone of the conversation)
3. Paragraph 3
Teacher: Pony listened to Uncle Niu and was about to cross the river. Hey, what will happen? Let's hear it!
Teacher: The pony is about to go into the river. Suddenly, who came? (Little squirrel) Here comes the little squirrel. What did the squirrel say to the pony? Pony, don't cross the river, don't cross the river, you'll drown! Very deep. Yesterday, one of my partners fell into the river and drowned. ) Let's learn from the little squirrel!
Teacher: The old cow says the river is shallow, while the squirrel says the river is deep. Who do you listen to? Who do you think has a point? What if you are a pony?
The Chinese lesson plan "Pony Crossing the River" for large classes contains PPT courseware.
Teacher: What did the squirrel say to the pony this time? (Why? You're killing yourself! ) How did the pony do it? Let me try. What kind of pony is it? (Brave)
Teacher: It turns out that this river is neither so shallow as the old cow said, nor so deep as the squirrel said. Why? Show PPT pictures, observe, compare and analyze the differences among the three animals.
The pony is neither tall nor short, so it thinks the river is neither deep nor shallow. It turns out that when facing the same river, because of their different characteristics, their views are different, and you will only know if you try. )
Third, teachers and children tell stories and understand the meaning of stories.
Teacher: Do you like the pony in the story? What do you like about it? What kind of pony is it? (sensible, capable, polite and brave)
Conclusion: Children will encounter all kinds of things in their life. When we encounter difficulties, we should think more and try boldly. We should be smart and brave children.
Fourth, do something for the teacher and end the activity.
Teaching reflection:
Children like listening to stories very much. As soon as they heard the teacher say that they would tell a story, they all sat quietly in their chairs and looked at the teacher with eager eyes, hoping to listen to the teacher's story quickly. After fully enjoying the story, the children can't help feeling. To this end, the teacher asked the children to tell each other their views on the story and create a space for children to express themselves freely. The children spoke actively, expressed their inner feelings and opinions in words, and then combined with the wall chart, enjoyed the story in sections, which deepened their understanding of the story.
Children's Chinese Teaching Plan "Pony Crossing the River" 3 Activity Objectives
1. Willing to listen to the story and feel the lively and interesting plot.
2. Understand the content of the story, and initially understand the meaning of depth and shallowness. Understanding depth is not fixed, but changes with the change of the comparison object, and understanding the relativity of depth.
3. Think more when you encounter problems, and look for answers from practice.
Important and difficult
In observing the pictures, the children in our class look for ways to solve problems, and their ability to solve problems and complete expression need to be strengthened. According to the above teaching objectives and the learning situation of children in our class, determine the focus and difficulty of this activity.
This is "encouraging children to express their thoughts and feelings boldly and clearly, trying to explain and describe simple things and processes, and developing children's language expression ability and thinking ability" mentioned in the Outline.
Key points: I am willing to listen to stories, feel the vivid and interesting plots of stories, and be able to express my ideas boldly in words.
Difficulties: understanding the content of the story, initially understanding the meaning of depth, and understanding the relativity of depth.
Activities to be prepared
Audio story clip "Pony Crossing the River", multimedia courseware, sink, water, animal model (squirrel, cow, horse)
Activity process
(1) Introduce the scene to stimulate children's interest (2 minutes)
Teacher: Listen to the conversation between Mama Ma and Pony, and lead to the story of "Pony Crossing the River".
The dialogue between the mysterious mother horse and the pony can arouse children's interest, make them enter the role immediately, and lead to today's story "The pony crosses the river".
(2) Enjoy PPT and understand the story (16 minutes)
1. Show PPT 1 for children to observe.
(1) Q: "What do you see?" What's wrong with the pony?
(2) Teacher: "What is pony's mood? What would you do if you were a pony in the story? "
(3) Children follow the teacher to understand the picture content.
2. Play ppt2 and 3 to guide the children to understand the story.
(1) Q: "Who did Pony meet first?" "What would they say?
Q: "Who did the pony meet again?" "What would they say?
(2) Teacher: "If you were an old cow or a squirrel, what would you say?" Guide children to find ways to solve problems when they encounter difficulties.
(3) Guide children to understand the content of the picture, and ask them to imitate the dialogue between them, so that children can further feel the psychological process and dialogue tone of the protagonist in the story.
(4) Question: "Why did the old cow say that the water was shallow, and the little squirrel said that the water was deep, and his companion drowned?" Encourage children to express their opinions boldly.
It is pointed out in the outline that the key to developing children's language is to create an environment in which they want to speak, dare to speak, like to speak, have the opportunity to speak and get a positive response. In this link, the teacher guides the children to answer according to the content of the story by observing and asking questions, which provides a language environment for the children to dare to speak and speak. At the same time, by imitating the situational dialogue, children can integrate into the role in a pleasant atmosphere and feel the psychological changes of the protagonist and the beauty contained in the story.
3. Experimental verification, expanding experience
The teacher showed the pool, put the squirrel, the old cow and the pony into the water respectively, and let the children observe and feel the relationship between the same deep water and the height of the animals (children's summary: the pony is not tall or short, so it feels that the river is neither deep nor shallow. It turns out that when facing the same river, because of their different characteristics, their views are different, and you will only know if you try.
(Through operation and observation, children will understand the truth more easily. Teachers ask questions in time, let the children sum up, and further deepen the children's impression of depth. This part adopts observation, conversation and operation to promote the completion of important and difficult points. )
4. Observe the PPT4 chart to understand the story result.
Question: "Did the pony finally cross the river smoothly?" "What is its mood?" Guide children to express their joy after overcoming difficulties.
(3) fully appreciate the content of the story, so that children can further understand the content of the story (3 minutes)
(In this section, the teacher focuses on the pictures, in order to make the children deeply understand and complete the teaching objectives. Fully appreciate this link and let the children have a good impression on this story on the basis of understanding.
(4) Summary (3 minutes)
(1) Teacher: Do you like the pony in the story? What do you like about it? (sensible, capable, polite and brave)
(2) Teacher: What inspiration does the story of the pony crossing the river give us?
Conclusion: In children's life, we will encounter all kinds of things. When we encounter difficulties, we should think more and try boldly. We should be smart and brave children.
Combine children's life experience to further help children understand the meaning expressed in the story and let them know what to do when something happens.
(5) Activity postponement (1 min)
Teacher: "What will happen next after the pony crosses the river smoothly?" Please talk to your parents when you get home and record it in your favorite way.
The end of the activity is temporary, and we have extended the activity. According to the educational goal, organically infiltrate the educational content and realize family education, so that children can gain more useful knowledge and experience, be interested in colorful reading activities and promote the development of children's various abilities.
Activity summary
This activity conforms to the age characteristics and development needs of large class children, and children can actively participate in the activity. The whole activity has clear objectives, clear levels and close links. The activity is based on the fairy tale "Little Horse Crossing the River". The story is simple and easy for children to accept. Through the understanding of the content of the story, we can initially understand the meaning of deep and shallow, so that children can understand that when encountering problems, they should not just listen to others, but think more and find answers from practice.
The design intention of "Pony Crossing the River" 4. Language teaching plan for children in large classes;
Stories are one of the most familiar reading materials for children. The story language of Pony Crossing the River is vivid and concise, the pony image is lively and lovely, the story is interesting and easy for children to understand, which contains rich truth, so this lesson is chosen and designed.
moving target
1. Enrich children's vocabulary through activities: grinding, embarrassment and embarrassment.
2. Be able to express your ideas boldly.
3. Let the children know in the story that they should observe more, use their brains more and be brave in trying.
Activity focus: Be able to express your ideas boldly.
Difficulties in activities: know how to observe more, think more, and dare to try.
Activities to be prepared
Experience preparation: I have had experience in small rivers.
Material preparation: multimedia courseware; Pictures of old cows, squirrels, ponies and animal headdresses.
Activity process
First, dialogue import
Teacher: Children, please think about it. What happens when an old cow, a little squirrel and a pony cross a river?
Second, tell a story and understand the story.
(1) Play the courseware, the teacher tells the story and the children understand the story.
The teacher asked:
1. What does mother ask pony to do?
2. What difficulties did the pony meet?
3. What did the old cow say to the pony? what did you say ?
4. What did the squirrel say to the pony? what did you say ?
5. How did the pony do it?
(2) Show the story pictures to make children more familiar with the story.
The teacher asked:
1. Is Niu Lao right? Why?
2. Is the little squirrel right? Why?
Let's see what three small animals will look like in the water. What about the old cow in the river? Where did the water go? Where are the squirrels? Where is the pony?
4. What does Pony know? Why?
Summary: Because the old cow is tall, it thinks the water is shallow, and because the little squirrel is short, it thinks the water is deep, so both the old cow and the little squirrel are right. Children will encounter all kinds of things in life. When we encounter difficulties, we should think more and try boldly. We should be smart and brave children.
Third, the story performance
Teacher: Do you want to act out the story, children? Who wants to be an old horse, a pony, an old cow and a little squirrel?
Teacher: Other children, let's be a serious audience!
Activity expansion
Please tell the story with the children, and the children will act out the story scenes in different roles.
Children's Chinese teaching plan "Pony Crossing the River" 5 Activity Objectives:
1. Willing to listen to the story and feel the lively and interesting plot.
2. Understand the content of the story, initially understand the meaning of depth, understand that depth is not fixed, but changes with the change of the comparison object, and understand the relativity of depth.
3. Think positively and express your ideas boldly in words.
4. Understand the moral and philosophy contained in the story.
5. Cultivate interest in literary works.
Highlights and difficulties of the activity:
I am willing to listen to the story, feel the vivid and interesting plot of the story, and be able to express my thoughts boldly in words.
Understand the content of the story, initially understand the meaning of depth, and understand the relativity of depth.
Activity preparation:
Site preparation: children sit in a semicircle.
Children's learning rhythm "horse running"
Multimedia courseware, all kinds of small animal headdresses (one for each person), toy ponies, and "√" and "X" signs on tape recorders.
Activity flow:
First, the introduction of situations to stimulate interest
1. Children follow the music "Horse Run" and learn to run into the activity venue.
Show toy pony
Teacher: What animals did we learn to run here just now? I also have a pony here. Today I'm going to tell a story about a pony.
(design intent: children imitate the horse's movements and enter the venue to sit down. The teacher specially arranged to create a relaxed and happy atmosphere. Cut to the chase and lead directly to the protagonist of the story)
Second, appreciate the story and understand the content.
1. Use multimedia courseware to understand the story content (segments and plots)
The teacher told the story emotionally until "Pony stopped the script quickly and didn't know what to do" to experience Pony's ambivalence at that time.
Ask questions:
Who is in the story?
② What difficulties did the pony encounter?
What did Uncle Niu say to Pony?
(4) What did the squirrel say?
⑤ What would the pony think? What will it do?
Children discuss and answer.
2. The teacher continued to tell stories while operating the courseware.
Question: Is this river deep or shallow?
Guide the children to discuss.
(Intention: Children's language develops through use. Set open-ended and heuristic questions to guide children to use their brains actively and feel the twists and turns of the story. The goal should be implemented to lay the foundation for breaking through difficulties. )
3. The teacher continued to tell the story to "not as deep as the squirrel said" and guided the children to experience the relativity of depth.
Ask questions:
Why are cows and squirrels right?
② What did the pony do later? How did it find the river?
Children discuss and answer, and the teacher summarizes the fun of children's understanding and feeling of language activities.
Third, reward stories again and expand experience.
Play the story recording, and use multimedia courseware to play the story content completely to help children understand the connotation of the story.
Ask questions:
1. What's the name of this story?
2. Who do you like in the story? Why?
If you were that pony, could you cross the river? What will you do if you encounter difficulties in life?
Children's discussion and answer (design intent: transfer to children's own life experience through a complete story, break through the key points and deal with difficulties. )
Fourth, enjoy the game activities.
1. The teacher explained the rules of the game.
The teacher shows the headdress of small animals, and lets the children choose a headdress freely, and shows the signs "√" and "ⅹ". Show a picture of a small river on the screen to guide the children to observe. Small animals that can cross the river stand under the sign "√", while small animals that can't cross the river stand under the sign "X".
2. Children play 1 time, exchange headdresses with each other and play twice.
3. Walk like an animal (an animal wearing a headdress) and leave the activity room to end the activity.
Design intention: Through the game activities, fully experience the fun of language activities, make the teaching difficulties break through, and at the same time, alternately carry out, and promote the physical and mental development of children.
Teaching reflection:
This activity is suitable for the age characteristics and development needs of the children in this class. 95% children can actively participate in activities, and some children are not focused enough, so they need teachers to remind and guide them.
1. Create the artistic conception of the story and stimulate the desire to learn.
In this class, I organize teaching with the fairy tale "Pony Crossing the River" as the background. At the beginning of the class, I simply told my classmates the story of a pony who met a river on the way to the mill. The words of the squirrel and the old cow made him afraid to cross the river, so he had to go home and ask his mother. In the subsequent teaching, the teaching closely revolves around the story of "Pony Crossing the River", from the pony practicing skills, accepting tasks, meeting a big river, Pony trying to cross the river, to celebrating the crossing of the river, allowing students to participate in the learning process as the protagonist of the story, fully mobilizing students' learning enthusiasm and integrating teachers, students and teaching content.
2. Excavate the connotation of life and release students' minds.
Children's spirituality is also the nature of students, and children's world is a world full of spirituality. Children are naturally creative, depending on whether your teacher gives them a chance. Providing students with more development space is an important weight for me to design this course. In the teaching process, while grasping the main textbook, I neglected the auxiliary textbook, leaving more creative space for students. I think students' creativity is infinite, and students will like it very much, because it is their own method, the result of their cooperation and the crystallization of their creation.
3. Set up learning disabilities skillfully and practice life skills.
Although prosaic can make students study easily, it often makes them feel boring. According to the characteristics of young children, this lesson skillfully sets up learning obstacles, so that students can have conflicts between new needs and old levels, so as to learn better. So, I designed such a question: "If you are that pony, can you cross the river?" This question will certainly arouse students' interest in learning and inspire their thinking. They will use their existing life experience to think, practice and even put problems into real life to solve. In this way, the classroom and life are organically combined, so that students can exercise their life skills while solving problems.
Children's Language Teaching Plan "Pony Crossing the River" 6 Activity Objectives:
1. Let the children know in the story that they should observe more, use their brains more and have the courage to try.
2. Cultivate children's preliminary comparative analysis ability and oral expression ability.
3. Enrich children's vocabulary through activities: Mill, Dilemma and Embarrassment.
Activity preparation:
Multimedia courseware, animal headdress
First of all, the complete storyteller:
Hello, children. Today, let's listen to a story "The Pony Crossing the River". After listening, tell the teacher which sentence or plot in the story you like best. Ok, let's listen to the story together.
Teacher: After listening to the story, who told the teacher which sentence or plot in the story you like best?
Second, understand the story in sections.
(1) Division I:
The children listened carefully just now. What did the old horse do to the pony in that story? Let's listen to the first paragraph of this story.
Teacher: What did the old horse make the pony do? Take this half bag of wheat to the mill. Does anyone know what the mill is for? (The mill is used to process wheat) Teacher: Pony is really capable. Do you want to be like a pony? Let's have a try, shall we? What happened to the pony first (carrying wheat), and then (running quickly to the mill).
Teacher: Ah, Pony is really capable. He can help the old horse to do things. The children really did well. Let's sit down together!
(2) Teacher: What will happen to the pony on the way to the mill? We continue to look down!
Teacher: Hey, what happened to Pony on his way to the mill? (A small river blocks the pony's way) What is the pony's heart like? Teacher: Did the pony cross the river? We continue to look down! Who did the pony meet? What did the pony and the old cow say? Hello, Uncle Niu, can I cross the river? The water is shallow, just past the calf, and you can wade through it. Do you want to learn the dialogue between pony and old cow? Then the teacher will be a pony and you will be an old cow?
Teacher: Pony listened to Uncle Niu and was about to cross the river. Hey, what will happen? Let's have a look!
Teacher: The pony is about to go into the river. Suddenly, who came? (Little squirrel) Here comes the little squirrel. What did the squirrel say to the pony? Pony, pony, don't cross the river. This river is very deep. Yesterday, one of my partners fell into the water and drowned. Let's learn from squirrels!
(3) Teacher: What should I do? I'd better go home and ask my mother
Teacher: Who will tell the teacher what the old horse said to the pony? Son, you can't just listen to others and not try yourself. ) Teacher: Pony, I see. What will happen when you are ready to go down the river again? Let's look at the last paragraph of the story.
Teacher: What did the squirrel say to the pony this time? Pony, you are killing yourself. ) How did the pony do it? Let me try. Is this river deep or shallow? It turns out that this river is neither so shallow as the old cow said, nor so deep as the squirrel said. Thirdly, fully appreciate the story again and understand its meaning. Teacher: Then let's fully appreciate the story. After this appreciation, the teacher will test you!
Teacher: The children listened carefully just now. Do the old cow and the little squirrel have the same view on the same river? Let's listen to what the old cow says. Let's listen to what the little squirrel said again.
Teacher: Use your head, children. Is there any truth in what the old cow and the little squirrel said? Let's discuss it while watching the courseware.
Teacher: Children, tell us the result of your discussion just now! Somebody give it a try!
Teacher: What the children said just now is very reasonable. Let's see what three small animals will look like in the water. What about the old cow in the river? Where did the water go? Where are the squirrels? Where is the pony?
Teacher: It turns out that because the old cow is tall, it thinks the water is shallow, and because the little squirrel is short, it thinks the water depth is deep, and the pony is not tall or short, so both the old cow and the little squirrel are right.
Teacher: So since what the old cow and the little squirrel said is reasonable, should the pony listen to them? Children will encounter all kinds of things in life. When we encounter difficulties, we should think more and try boldly. We should be smart and brave children.
Children, do you want to act out the story? Who wants to be an old horse, a pony, an old cow and a little squirrel? Let's be a serious little audience for other children!