Teaching plan of Watermelon Boat for kindergarten teachers1;
1, can carefully observe the expressions and actions of the characters in the picture, and develop a reasonable imagination according to the clues provided by the picture.
2. At the prompt of the dialog box, try to tell the main plot in the picture with appropriate tone and intonation.
3. Express your feelings generously and share your feelings with your peers happily.
4. Be able to listen to the story carefully and understand the main line of the story.
5. Be able to listen to others quietly, think positively and experience the fun of literary activities.
Focus of activities:
Can carefully observe the expressions and actions of the characters in the picture, and develop a reasonable imagination according to the clues provided by the picture.
At the prompt of the dialog box, try to tell the main plot in the picture with appropriate tone and intonation.
Activity preparation:
Four big pictures, big dialogues, two small pictures at each table, a few small dialogues, squirrels and carp badges.
Activity process
First, import
Today, a little gray mouse wants to tell a story about himself to the children. Let's listen together.
Second, observe
1, show me the picture 1
A. This clever little gray mouse came to a beautiful meadow. What did it find?
B, what will it turn this half piece of watermelon skin into?
C, this little gray mouse still likes to travel. He didn't go out to play on June 1 day, but he was bored. What will it turn this watermelon into?
Summary: Just now, it was thoughtful of the children to help the mouse. Can the watermelon skin be turned into ... What did the clever mouse turn it into? Let's continue to look down together
Step 2 Show pictures 2
A, the little gray mouse turned it into a watermelon boat. How do you feel?
B. Who else did the mouse's smug laughter attract? What will carp say to the little gray mouse?
3. Show me the picture 3
A, the watermelon boat carries the little mouse floating and floating. What time is it now?
What is the little gray mouse doing now?
C, why does it want to chew watermelon skin?
D. who saw the dangerous situation? What happens when you chew watermelon skin?
Summary: before you know it, it will be dark ... but why on earth should it chew watermelon skin? Let's keep watching.
Step 4 Show pictures 4
1. Why on earth should mice chew watermelon skin?
B, what did it turn watermelon skin into?
C. what will happen to the watermelon boat with paddles?
D, this is really a clever little gray mouse. The watermelon boat goes faster. What's it thinking?
Summary: The little mouse made the watermelon skin that had been chewed off. ...
5. Teachers and children tell stories together to help children sort out stories.
Third, understanding (children create dialogue content, teachers refine, collective theory)
1, this is really a clever mouse. Let's see what the mouse said to make this story more exciting.
2. The little mouse suddenly found a piece of watermelon skin. What did it think and say? Matching dialog box
3. Sitting on the watermelon boat, the little mouse is dancing happily. It shouted. What did it shout?
4. The mouse is gnawing at the watermelon skin. What will the small fish say when they see a dangerous situation? What did the mouse say?
5. Divide the children into two groups. Boys play with mice and girls play with carp. The teacher narrated and told the story completely.
6. These pictures tell the story of a little mouse traveling. Let's give this story a name.
Fourth, tell
1, some children can't wait to try it.
2. The children are divided into different roles (gray mouse, carp, narrator), and they can speak freely in groups of three.
3. Ask the children to stand up and tell and comment.
Verb (abbreviation of verb) conclusion
The mouse is so clever that it turns the watermelon skin into a watermelon boat. Let's go back and think about what watermelon skin can become and make up a more interesting story, shall we?
Activity reflection:
1, the process is clear, step by step, and gradually completed in combination with the activity objectives.
2. The design of the dialog box in the activity is one of the two points of this activity, which are one of the goals of the activity and one of the difficulties of the activity. In the process of using this dialog box, children's enthusiasm for learning it is also higher. Through the teacher's demonstration and guidance, children can better understand and master the use of this dialog box in the second half of the activity. However, when making this dialog box, its arrows can mark multiple directions.
3. Show the dialog box in the third section and let the children say it. In this link, we can have a specific progressive requirement for children, such as simply talking about what the animals have to say when the first and second pictures are told, and whether the third and fourth pictures can use the changes of the story to express some emotions.
4. In the fourth part of the activity, through the understanding of this story and the use of dialog boxes to tell the story content of this story, let the children perform situational performances. Although this link is a step forward from the previous one, it is very difficult for middle-class children. It would be better if you put it in a big class.
5, you can enlarge the picture, or use ppt, so that every child can see the teacher's exquisite and vivid story picture content in the activity class.
Lesson Plan of "Watermelon Boat" in Class Two of Kindergarten I. Activity Objectives:
1, carefully observe the picture content, reasonably imagine the picture content, and express the picture content in a relatively complete and coherent language.
2. The order of pictures can be arranged reasonably. And use complete and coherent sentences to tell the story with the plot and tell the whole story completely.
3. In the process of participating in the activities, I realized the happiness of mutual cooperation and knew that my peers should help each other.
4, through a variety of reading methods to understand the picture book content, understand the story, feel the humorous plot of the story.
5. Cultivate children's good habit of speaking boldly and completely.
Second, the activity preparation
"Watermelon Boat" courseware, each group has a set of pictures (4 pictures), a sorting box and a whiteboard.
Third, the activity is difficult:
Focus: be able to arrange pictures in the logical order of things' development and make reasonable imagination.
Difficulty: Imagine and tell the story according to the content of the picture.
Fourth, the activity process
1. Design vivid forms to arouse children's interest and introduce themes.
What can watermelon skin be used for?
2. Observe the picture 1 and guide the children to learn to classify according to what happened.
(1) Where did it happen?
(2) Who is in the photo?
(3) What are they doing?
3. Observe the second picture and guide the children to understand the picture.
(1) Where did it happen?
(2) Who is in the photo?
(3) What are they doing?
(4) What are their expressions? What would you say?
Step 4 Observe Picture 3
(1) Where did it happen?
(2) Who is in the photo? What are they doing?
5. Observe the picture 4 and understand the picture content.
6, children in groups, cooperate to sort the four pictures.
(1) Create and tell stories in the order of pictures.
(2) Please send representatives from each group to share their stories.
7. The teacher demonstrates telling stories.
8. Give the story a name.
The expansion of verb (verb's abbreviation) activity
Let the children tell stories with operation cards in the activity area.
Sixth, reflection activities:
1, the process is clear, step by step, and gradually completed in combination with the activity objectives.
2. The design of the dialog box in the activity is one of the two points in this activity, which are one of the goals of the activity and one of the difficulties of the activity. In the process of using this dialog box, children's enthusiasm for learning it is also high. Through the teacher's demonstration and guidance, children can better understand and master the use of this dialog box in the second half of the activity. However, when making this dialog box, its arrows can mark multiple directions.
3. Show the dialog box in the third section and let the children say it. In this link, we can have a specific progressive requirement for children, such as simply talking about what the animals have to say when the first and second pictures are told, and whether the third and fourth pictures can use the changes of the story to express some emotions.
4. In the fourth part of the activity, through the understanding of this story and the use of dialog boxes to tell the story content of this story, let the children perform situational performances. Although this link is a step forward from the previous one, it is very difficult for middle-class children. It would be better if you put it in a big class.
5, you can enlarge the picture, or use PPT, so that every child can see the teacher's exquisite and vivid story picture content in the activity class.