Playing house, role, teaching plan, small class
The following is a lesson plan for a small class: ** 1. Activity Target ** 1. She liked to imitate cooking, feeding dolls, and singing related songs with her teacher. 2. He could feel the love and care that his parents had for him. 3. She was able to generously tell the plot of the game where she played Doll's Home with the children and create lyrics based on her understanding of the lyrics. 4. Experience the fun of imitation and learn the rules of the game. ** 2. Event preparation ** 1. Game props: Father's glasses, Mother's fake hair, a doll, a small spoon, a small bowl, music tape, etc. 2. [Creation of the environment: Set up a 'doll'.] 3. [Knowledge preparation: Children can sing related songs. Ask two capable children to learn to perform in advance.] ** 3. Activity process ** 1. ** Rhythmic performance imported ** - Let the children follow the music and do the rhythmic performance of "Hair, shoulders, knees, feet." Guiding words: "It's so fun for children to sing, dance, and play games in kindergarten every day! Then can you tell me what game you like to play? Who was in Doll's house? What do they do at home?" The song "Let's Play House Together" was introduced. 2. ** Sing a song ** - Invite the children to sing the song "Let's Play House Together". After that, you can invite two children to perform. - After enjoying the performance, ask the children how the two "parents" performed, how they looked like their parents (such as the father wearing glasses, the mother having curly hair, etc.), and whether there were any different movements to stimulate the children's interest in performing. 3. ** Learn to perform cooking moves ** - "Did you see how Mom and Dad cooked? Can you learn?" Children were encouraged to use different movements to perform cooking. Children listened to music and tried to perform. Teachers gave feedback on better movements for everyone to imitate. 4. ** Group performance ** - The roles were divided into two pairs to perform, and the performance requirements were raised. For example, when performing, the eyes had to look at the children who were performing with them. Just like when playing the doll house game, the guest teacher could also be invited to participate in the performance. 5. ** End of segment ** - They praised the children's performance and then danced to the cheerful music together. Read more exciting novels for free
Reflection on the teaching plan of the kindergarten small class playing house games
The following is an example of a reflection lesson plan for a small kindergarten class: ** 1. Achievement of the goal ** 1. ** Emotional goal ** - In the game of house, the emotional goal of letting the child feel the love of his parents was usually better achieved. By imitating the actions of parents taking care of the doll, such as cooking and feeding the doll, the child could experience the love and care of the family role to a certain extent. However, there may be some children who have a superficial understanding of this emotion. Teachers can add more guiding questions during the game, such as "Why do parents cook for the baby?" to deepen the child's understanding of this kind of love. 2. ** Skill Target ** - Most children could actively participate in and grasp the basic skills of singing and imitating movements. For example, in the singing segment, children could sing related songs along with the melody. However, there were differences in children's creativity and expressiveness in action imitation. Some children could actively create new movements, such as cooking in a unique way, while some children might simply imitate the movements demonstrated by the teacher. Teachers could encourage children to observe more real-life scenes in their teaching to provide more material for action innovation. - In terms of children's ability to express themselves, some children might not be able to accomplish the goal of asking children to generously tell the story of playing the Doll House game with children because of shyness or lack of language organization. Teachers could provide more opportunities for language expression in daily activities, such as group discussions and storytelling, to improve children's ability to express themselves. 3. ** Knowledge target ** - If it involves knowledge goals such as family role cognition, children can have a preliminary understanding of the roles of father, mother, and baby in the family and their common behaviors during the game. However, young children may have limited understanding of the deeper content of family relationships, such as the mutual responsibilities of family members. The teacher could further deepen the child's understanding of family relationships through simple stories or questions and answers in the summary segment after the game. ** 2. Game props and environment creation ** 1. ** Item usage ** - Game props such as father's glasses, mother's fake hair, dolls, small spoons and small bowls can better stimulate children's interest in the game and help them better enter the role. However, the variety of props may be relatively limited, limiting the expansion of children's imagination and plot. For example, he could add some props for different professions, such as a doctor's stethoscope (if combined with the plot of a sick doll in the game), so that the child could have more character experience and plot development possibilities. 2. ** Creation of environment ** - A simple "doll house" environment provided the basic setting for the game. However, this environment could be richer and more diverse. For example, adding some family photos, simple home decorations, etc. to make the doll house more realistic, thereby increasing the child's engagement in the game. ** 3. Teaching process ** 1. ** Event import ** - The introduction of the rhythmic performance of "hair, shoulders, knees, feet" into the activity can better mobilize the enthusiasm of the child, so that the child can quickly enter the state of activity. However, for some children who were shy or had poor coordination, there might be some pressure. Teachers could add some simple Mini games in the introduction phase, such as roll call and question and answer, so that each child could participate in the beginning of the activity in their own comfortable way. 2. ** Children's performance ** - In the children's performance segment, it was an effective teaching strategy to invite the children with strong abilities to perform first to stimulate the interest of other children. However, this might cause some children to feel afraid of difficulties and feel that they were not as good as others. Teachers could emphasize the uniqueness of each child in this segment and encourage children to perform according to their own understanding and methods, rather than simply comparing themselves with others. 3. ** Group performance ** - In a group performance, asking children to perform in pairs helps to cultivate children's cooperation ability. However, during this process, there might be situations where some children could not find a partner or the cooperation was not pleasant. Teachers could group children in advance or guide children to learn cooperation and mutual tolerance during the game. 4. ** Teacher guidance ** - Throughout the game, the teacher's guidance was crucial. When the teacher gave feedback to the child's better movements for everyone to imitate and perform, they could guide the child to learn the correct behavior. However, teachers may sometimes pay too much attention to the norms of actions and limit the imagination of children. Teachers should be more tolerant of children's creative actions and ideas under the premise of ensuring basic safety and rationality. ** 4. Overall participation of children ** 1. Most of the children showed a high interest in playing house and actively participated in singing, performing, imitating movements and other aspects. However, there were still a small number of children who might be introverted or uninterested in the game content, so their participation was low. Teachers needed to pay attention to the needs of these children. For example, they could adjust the game plot according to their interests or guide them to participate in a certain part of the game alone to gradually increase their participation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Magical Fruit House, Small Class Teaching Plan Reflection
The following are some of the key points to reflect on the lesson plan of the House of Magical Fruits: ** 1. Achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - As for the goal of understanding the story, if the child could clearly describe the series of activities of the mother bear and the baby bear in the story, such as picking fruits, transporting fruits, building fruit houses, etc., it meant that this goal was basically achieved. However, if the child is illogical or misses important plots in the process of telling the story, then the next teaching may need to strengthen the guidance of the story clues, such as using more targeted questions or sorting the story pictures to deepen the child's understanding of the plot. - In terms of understanding the verb (pick, pull, push, plug), if the child can accurately make the corresponding action and say the verb when playing or telling the story, it means that the child has a good understanding of these verb. On the contrary, more practical activities could be added, such as letting the children operate the cart to simulate the process of transporting fruits, so as to strengthen their understanding of these verb. 2. ** Emotions, attitudes, goals ** - From the perspective of experiencing the emotional changes of the characters in the story, if the child could describe the depression of the mother bear and the baby bear when they encountered difficulties (the house was filled with fruits and there was no place to live), and the joy of building the fruit house, it meant that the child had a certain understanding of the characters 'emotions. If you find that the child does not have a deep understanding of the character's emotions, you can guide the child to observe the details of the character's expression and movements in the story picture to better feel the emotional changes of the character. - In terms of whether the child was willing to talk and do in the practical activities, if the child actively participated in the activities of picking fruits and transporting fruits in the classroom, and was able to actively express his thoughts, he would achieve this goal. If some children's participation was not high, they might need to adjust the fun of the activity or give more encouragement. 3. ** Course, Method, and Target ** - In terms of observing the picture and understanding the content of the picture, if the child could observe the picture in an orderly manner according to the teacher's guidance, such as from the whole to the part, from the color to the shape, etc., accurately describing the fruit, character activities, etc. in the picture, it meant that this goal was achieved. If the child's observation is not organized, it can be improved by demonstrating the correct observation method, such as looking at the center of the picture first and then looking around. ** 2. Teaching content ** 1. ** The choice of story content ** - The story of the House of Magical Fruits was more suitable for small children because fruits were familiar to children and could easily arouse their interest. However, if you find that children have difficulty understanding certain plots in the story (such as the construction process of the fruit house) during the teaching process, you can consider simplifying or adding more auxiliary instructions, such as using a physical model to show the construction of the fruit house. 2. ** Depth and breadth of teaching content ** - In terms of depth, for small children, there was no need to dig too deeply into the meaning behind the story. The focus should be on understanding the basic plot of the story and feeling the fun. In terms of breadth, some fruit-related expansion content could be added appropriately, such as a simple introduction of the nutritional value of fruits to enrich the teaching content. However, it should be noted that it should not be too complicated, so as not to exceed the scope of children's understanding. ** 3. Teaching methods ** 1. ** The application of the intuitive teaching method ** - The use of visual aids such as classrooms, pictures, and models can help children better understand the story content. If you find that children have difficulty imagining certain images (such as the appearance of a fruit house), you can show more pictures of fruit houses from different angles and styles, or show the model of the real fruit house, so that children can have a more intuitive feeling. 2. ** The effect of the game teaching method ** - It was more suitable to integrate games into the teaching process (such as picking fruits and transporting fruits). If the child's enthusiasm for participation in the game was high and the child understood the story better through the game, it meant that the game teaching method was used properly. However, if there was confusion or some children were neglected during the game, the rules of the game needed to be adjusted or the organization needed to be improved. ** 4. Teaching process ** 1. ** Introduction Stage ** - If he used a picture of a grinning bear or a beautiful autumn orchard scene to attract the attention of the children and stimulate their interest, it would be a more successful import. If the introduction process does not attract the attention of the child, you can try to change to a more interesting or more suspense introduction method, such as showing a picture of a house full of fruits and then asking the child what is going on. 2. ** Q & A session ** - The teacher's questions should be concise, clear, and enlightening. If a child finds it difficult or inaccurate to answer a question, it may be because the question is too complicated or unclear. For example, if the children couldn't answer the questions that the mother bear and the baby bear had encountered, they could change the question to a more specific one."The fruit filled the house. Can the mother bear and the baby bear live in it? Then what kind of trouble did they encounter?" 3. ** Event Extension ** - In the setting of regional activities (performance area, language area), if the children could actively participate in the story performance or tell the story in the language area, it meant that the design of the activity extension was reasonable. If the child lacks interest in the extension of the activity, the content or form of the extension activity can be adjusted according to the child's preferences, such as adding some hand-made activities related to the fruit house. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class, healthy society, lesson plan, playing house
The following is a small class health society lesson plan,"Playing House": ** 1. Teaching objectives ** 1. Help children understand and imitate the family role-playing in daily life, and improve their cognitive level of real life. 2. To encourage children to express themselves, expand their language skills, and enhance their self-confidence and independence. 3. Through role-playing, children's social awareness and social skills were cultivated, and they knew how to respect others. 4. Cultivate children's sense of cooperation and ability to cooperate, improve team awareness and teamwork. 5. Guide children to discover and solve problems in the game, and cultivate innovative thinking skills. ** 2. Teaching preparation ** 1. toy phone, furniture (pillow, table, chair, bed, etc.). 2. All kinds of dolls and clothes. 3. Large cardboard building, Super Glue (used to build cardboard buildings). ** 3. Teaching process ** 1. to lead - They could have simple interactions with the child, such as asking the child who was in the family and what they usually did. They could guide the child to recall the scenes of family life, which would lead to the game of playing house. 2. game link - Introduction of game props: Show the children the toy phones, furniture, dolls, clothes, cardboard buildings, etc., and briefly explain their use in the game. - Character allocation: Let the child freely choose the family role he wants to play, such as father, mother, baby, etc. - Game: The child will use the props to simulate the family life scene according to the role he chooses, such as "Mom and Dad" taking care of the "baby", making a phone call, cooking, cleaning, etc. The teacher observed from the side and guided the children to communicate in a timely manner. For example, he encouraged the dialogue and interaction between "Daddy, Mommy" and "Baby", such as "Baby should eat" and "Daddy has to go to work". - Question Guidance: During the game, the teacher can set some small questions, such as "There are guests in the house. What should we do?" Guide children to think and solve problems, cultivate their social awareness and ability to solve problems. 3. exchange and share - After the game, the children were organized to sit together and share their feelings and experiences in the game. For example, they could ask the children what they did in the game and what the roles they played had to do to further improve their language skills. 4. summary and extension - The teacher summarized and praised the child's performance in the game to strengthen the child's positive behavior. For example, it affirmed the child's cooperation, communication, and caring behavior in role-playing. - Extension activities: Children can be encouraged to continue playing house after class, and they can try different family scenes or role relationships to further deepen their understanding of family life and social relations. Through this lesson plan, children could achieve many goals of the healthy society lesson plan in a relaxed and happy game, including improving cognition, language expression, social interaction, cooperation, and problem solving skills. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class playing with toys, friendly communication case teaching plan
The following is a lesson plan for a small class playing with toys: ** 1. Event theme ** Playing with toys ** 2. Activity Target ** 1. Cultivate the habit of sharing with others. 2. To improve the collective concept of children. 3. Let the children experience the joy of playing with toys together. 4. To make children know how to play with other people's toys, they must first obtain the consent of others and be able to play with their companions in a friendly manner. ** 3. Event preparation ** 1. The child brought his own toy. 2. Children's song,"Looking for Friends." 3. There are many big balls and wooden sticks. 4. There were a few photos of children playing daily. ** 4. Activity process ** #(I) The Beginning 1. Introduction: Rhythm "Clapping Hands." - The teacher showed the child a picture of the game to arouse the child's interest. Ask the children who was in the photo, what they were doing, which children were doing well, and why. #(II) Basic Part 1. have some fun - Ask the child to take out the toy he brought and talk about the characteristics of his toy and the reason why he likes this toy. - Teachers organized small groups for children to exchange toys and experience the joy of playing with toys together. The teacher observed the child's play and gave guidance. - Ask the children whether they like to play by themselves or play with others and the reasons. Praise the children who perform well. #(III) End 1. "Description: It focuses on the positive performance of children in the game, such as actively exchanging toys with children, knowing how to ask for permission to play with other people's toys, etc. 2. [Game: "Chase Pigs". It can stimulate children's interest and further cultivate children's collective concept.] 3. Extension of the activity: Ending with the children's song "Looking for Friends", encouraging children to continue to maintain friendly communication and good behavior of sharing toys in future activities. The other lesson plan was as follows: ** 1. Event theme ** I have toys for everyone to play with ** 2. Activity Target ** 1. Let the children know not to monopolize the toys, and be willing to share their favorite toys with everyone, and experience the joy of exchanging toys. 2. Initially, he had developed the habit of placing and packing toys according to the requirements. 3. He likes to help others and get along well with his companions. 4. Let the child experience the fun of the game and develop the child's cheerful and optimistic personality. ** 3. Event preparation ** 1. The teacher prepared some fun toys. 2. Parents are requested to bring their favorite toys to the kindergarten. ** 4. Activity process ** #(I) Telling the story 1. The story of Xiao Bao and his toys: Xiao Bao had a beautiful toy car but did not want to share it with the children. Later, when he saw other children playing with the ball, he wanted to play with them. In the end, everyone played happily together. 2. Question: - What did Little Treasure do in the beginning? (Xiao Bao started to refuse to share his toy car with the children.) - What did Little Treasure do after that? (Little Treasure later played with the children in his car.) - Why was Little Treasure having so much fun with the children? (Because playing together is more fun than playing alone. You can make good friends and play with more toys.) 3. In short,"Good children have toys for everyone to play with." #(2) Teacher guidance 1. The teacher brought the toy to the kindergarten and told the children that it was her favorite toy. It was willing to be friends with everyone and invited the children to play. 2. Children were encouraged to bring their own toys out to play with everyone. #(3) Set up the toy corner together 1. Arrange the toy corner together with the child. During the arrangement, ask the child to introduce the toys he brought and how to play them. #(IV) Play Together 1. The child introduced the name of his toy and how to play with it. 2. Let every child have a chance to play in the toy corner. 3. Observe whether the child only plays with the toys he brought and how he plays with them. #(V) 1. The summary of the activity: "We had so much fun today. It turns out that everyone playing together can be more fun than playing alone. Playing with everyone, not only can you make good friends, but you can also play with more toys. So, when we have toys in the future, we can share them with everyone." #(6) Activity Extension 1. Every month, one day was designated as a "toy sharing day". Children were invited to bring toys from home to share with their friends. 2. From the sharing of toys to the sharing of other things, in daily life, random education, to promote emotional communication, and gradually strengthen the children's awareness of sharing. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A small deer class teaching plan
The following is an example of a small class lesson plan about a deer: * * 1. Teaching objectives ** 1. Guide the children to understand the basic characteristics of the deer, such as its appearance, living habits, etc. 2. Cultivate children's love for small animals, stimulate children's curiosity and desire to explore. 3. To develop children's language skills and encourage them to describe Lu boldly. * * 2. Teaching preparation ** 1. Pictures and videos of Lu. 2. A number of deer headdress (matching the number of children). 3. It was a simple picture book or story book about Lu. * * 3. Teaching process ** #(I) Introduction 1. Play a video of a deer (such as a deer running in the forest, eating grass, etc.) to attract the attention of the children and ask,"Children, what small animals did you see in the video just now?" He guided the child to answer Lu. #(II) Getting to Know Xiaolu 1. Show the picture of the deer and introduce the appearance of the deer to the child in detail, such as long legs, beautiful horns (if it's a buck), brown fur, etc. You can describe it while imitating these characteristics of the deer with simple actions, so that the child can understand it more intuitively. For example, he could imitate the way Lu walked with her legs raised high. 2. He explained the deer's living habits and told the children that the deer liked to live in the forest, liked to eat grass, leaves and other food, and liked to play with its friends. 3. A simple picture book or storybook about a deer. For example, a deer lost its way and found its way home with the help of its friends. Through the story, children could imagine more about the deer's life. #(3) Interactivity 1. Children were encouraged to share their impressions or questions about the deer. For example,"Children, what do you think the deer's horns do?" Guide children to think positively and speak boldly. 2. Playing the game of "I am Little Deer". Each child was given a deer headdress and allowed to imitate the deer's movements in the classroom, such as jumping and walking gently. During the game, the teacher could guide the children to communicate with each other, such as "Little Deer, Little Deer, where are you going?" To train the child's language skills. #(IV) Summing Up 1. He reviewed the main characteristics and habits of the deer again and asked the children some simple questions, such as "What does the deer like to eat?" Consolidating the knowledge learned by children. 2. Children were encouraged to continue to pay attention to deer and other small animals in their daily lives and cultivate their love for animals. #(5) Extension of Teaching 1. Put some materials in the art area, such as colored paper, colored pens, light clay, etc., so that the children can create art works about the deer. 2. Add more books about deer or other small animals in the book corner for children to read and explore independently. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Bubble house picture book story teaching plan small class
The following is a lesson plan for the small class picture book of Bubble House: ** 1. Activity Target ** 1. Children can listen to the story, understand the content of the story, and learn the word "more and more". 2. It helps children understand the wits of small animals and experience the rich imagination and humor of stories. 3. Let the children understand the moral and philosophy contained in the story. 4. Through the teacher reading aloud, the children read emotionally and participated in the performance, so that the children could perceive the story. ** 2. Event preparation ** 1. Prepare the flipchart No. 33, Children's Book, a tape, and a tape recorder. ** 3. Activity process ** 1. The story leads out - Tell the children about the small animals in the forest: The small animals in the forest are very unhappy because the stupid wolf always bullies everyone. Then, he asked the children, what would the small animals think of to deal with the stupid wolf? This led to the story. 2. Storytelling and Questioning - The teacher told the whole story of Bubble House for the first time, and then asked,"What's the title of the story?" How did the animals chase away the stupid wolf? Whether or not you like the story and why. - The teacher combined the wall chart to tell the story for the second time, and then asked,"What is the reason why the small animals in the forest are unhappy?" What did they think of to deal with the stupid wolf? Why did the stupid wolf run away the first time? After the bubble dispersed, when the stupid wolf came again, what did the little animals think of? Why did the stupid wolf run away the second time? Where did the bubble house go in the end? 3. Reading and narrating - Arrange for the children to read "Children's Book" and play the recording of the story. Let the children read and learn to tell the story. ** IV. Points to Reflect After Class ** 1. In the performance segment, if you create a situation where a stupid wolf bullies a small animal, you may find that although the children are interested, some of the children are simply imitating the actions. The teacher could guide the child to act independently, ask the child's thoughts, and respect the child's autonomy. 2. The teacher could enrich the performance situation, such as discussing other ways to deal with the stupid wolf (which could be done by talking or doing actions). 3. Small class children mainly focus on unintentional attention. Teachers should think about how to create rich and interesting situations, use vivid language, and play the charm of teachers to stimulate children's interest in learning, so as to truly realize "learning by playing" and "learning by doing". <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class teaching plan across the river teaching plan reflection
The following is an example of a reflection on the lesson plan for the small class, Crossing the River: ** I. Achievement of teaching objectives ** 1. ** Movement Skill Development ** - In the teaching plan, the goal of developing children's two-legged jumps and single-legged strides was set. By creating a game situation such as "crossing the river", children had the opportunity to continuously try these actions in practice. For example, in the free exploration segment, the child could independently discover how to jump on both feet or cross a simulated river (such as a river made of hula hoops or floor mats). Most children could master these movement skills under the guidance of the teacher. However, there might be some children who had poor coordination and were not familiar with the single-legged movement. They needed more practice opportunities. 2. ** Follow the rules of the game ** - The rules of the game were set to learn to look at simple marks and follow the direction of the arrow. In actual teaching, children needed a process to understand the marks and the direction of the arrow. In the beginning, some children may ignore the marks, but after the teacher's emphasis and repeated guidance, most children can gradually abide by the rules and play the game as required. This meant that children needed to repeatedly strengthen their awareness of rules. 3. ** Willpower Cultivation ** - The goal of making the children have the willpower to not be afraid of difficulties was reflected when the children faced the challenge of "Little River". When a child encountered difficulties, such as being unable to cross with one foot or jump far with both feet, some children could continue to try under the encouragement of the teacher and the influence of their peers. However, there were also a few children who were prone to withdrawal when they encountered difficulties. This reflected the need to pay more attention to this group of children in future teaching and adopt more individual incentive measures. ** 2. Teaching content and methods ** 1. ** Adaptability of content ** - The teaching content with the theme of "crossing the river" was more suitable for small children. Children of this age were in a critical period of physical development. They were interested in jumping and crossing. Moreover, integrating the movement skills into the game situation of "going to the little monkey's house as a guest and crossing the river" was in line with the cognitive characteristics of the children in the small class and could stimulate their enthusiasm for participation. 2. ** The effectiveness of teaching methods ** - In terms of teaching methods, it was more effective to let the children explore freely first. Children could use their imagination and creativity to try different ways to cross the threshold. Then, the teacher would focus on the discussion and ask the children to demonstrate the method so that the other children could learn the correct movements more intuitively. However, during the demonstration process, some of the details of the movements might not be explained in depth enough, causing some children to not fully grasp the essence of the movements when imitating. ** 3. Teaching Organization and Management ** 1. ** Group Status ** - If the teaching was divided into groups, the rationality of the grouping would have a certain impact on the teaching effect. For example, too many groups might cause teachers to be unable to pay attention to the performance of each child in time, and too few groups might reduce the interaction and competition between children. The size of the groups needed to be determined according to the number of children in the class and the management ability of the teachers. 2. ** Control the activity rhythm ** - In terms of the rhythm of the activity, the warm-up exercise at the beginning could better prepare for the subsequent crossing movements. The time allocation for the free exploration, focused discussion, and practice sessions in the basic part was basically reasonable. However, when individual children encountered difficulties and spent more time guiding them, the pace of the entire activity might be slightly delayed, affecting the progress of the later sessions. At the end of the relaxation session, it was necessary to ensure that the child could truly relax and prepare for the next activity. ** 4. Children's reaction and participation ** 1. ** Invigorated interest ** - On the whole, the children were more interested in the activity of "crossing the river". This could be seen from the active participation of the children in the free exploration segment, who came up with various ways to cross the river. However, after a period of time, some children may lose interest due to the increase in difficulty of the action or the excessive repetition. This required the teacher to adjust the content of the activity in time or add some new elements to stimulate the interest of the children again. 2. ** Individual differences ** - During the activity, the individual differences of the children were very obvious. Some children had good physical coordination and strong athletic ability, so they could quickly master the leaping movements and the movement standards, while others needed more time and guidance. Teachers needed to pay attention to these differences in the teaching process and adopt hierarchical teaching or individual guidance to meet the learning needs of different children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class story, dong, class teaching plan
The following is a lesson plan for the story of the small class, Dong: ##I. Course Introduction and Aims ###(1) Backstory "Dong" was rhythmic and childlike content, suitable for children in small classes to learn. It could let children feel the beauty of music rhythm and cultivate their listening and imitation skills. ###(2) Teaching Aims 1. * * Knowledge target ** - Let the children master the lyrics and melody of "Dong" and understand the basic rhythm and beat. 2. * * Ability Target ** - This will allow the child to imitate the teacher's movements and expressions, and perform the song with confidence. At the same time, it will also cultivate the child's listening and musical sensitivity. ##2. Teaching preparation 1. Multi-media Coursewares (including story content, relevant animations or pictures, etc.) 2. If it's a music-related song called "Dong," prepare a music player. ##3. Teaching process ###(1) Introduction 1. Sound import - Play a "dong" sound (it can be a knock on the door or a drum beat, etc.) to attract the child's attention. Ask the children,"What did you hear just now?" What does this sound like?" 2. situation introduction - Create a situation related to "Dong". For example,"Today, there is a little guest in our story. When it comes, it will make a" Dong "sound. Let's guess who it is." ###(2) Story Telling 1. The teacher tells the story - He began to tell the story of Dong. The story could be about small animals knocking on the door, playing drums, or other plots related to the sound of Dong. For example,"One day, the little rabbit was resting at home and suddenly heard a" dong "sound. The little rabbit was very afraid. It slowly walked to the door and opened the door to see..." In the process of telling the story, according to the development of the story, use different tones, expressions, and sound effects to attract the child's attention. 2. interactive questioning - As he told the story, he asked some simple questions at the right time, such as,"Children, who do you think the rabbit will see when he opens the door?" "If you were the ones who heard the 'dong' sound, would you be afraid?" To encourage children to answer questions and increase their participation. ###(3) Deepen the story 1. role play - Invite the child to play a role in the story, such as a little rabbit, a small animal knocking on the door, etc. The teacher could tell the story again, and when the lines or actions of a certain character were mentioned, the child who played the role would act it out. For example, when the rabbit walked to the door to open the door, the child playing the rabbit had to do the corresponding action. 2. Music Combination (If it's a music-related "Dong ") - If there was a musical element in the story, such as the sound of small animals playing drums, the corresponding music clip could be played to let the child follow the rhythm of the music to imitate the movements of the drums. The teacher could guide the child to feel the rhythm of the music, whether it was fast or slow, strong or weak, etc. ###(4) 1. Story Review - The teacher and the child reviewed the main plot of the story together. For example,"Today we told a story about 'Dong.' The little rabbit heard the sound of 'Dong.' What happened next?" Help children consolidate their understanding of the story. 2. Emotional Guidance - Guide the children to express their feelings about the story, such as,"Children, is this story fun?" Which part of the story did you like the most?" At the same time, it could guide the child to learn some truths from the story, such as bravely facing the unknown voice. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class etiquette class zoo teaching plan
The following is an example of a small etiquette lesson plan for the zoo: ##1. Teaching objectives 1. Let the children experience the joy of visiting the zoo and stimulate their love for animals. 2. Guide the children to know the common animals in the zoo and be able to name their names and some characteristics. 3. Cultivate the awareness of safety and civilized etiquette when visiting the zoo. ##2. Teaching preparation 1. Pictures and videos of zoo animals. 2. Props that simulate a zoo scene (such as small animal models, fences, etc.). ##3. Teaching process ###(1) Introduction 1. The teacher guided the children's interest by asking questions, such as,"Children, do you know a place where many cute little animals live?" He guided the child to say the name of the zoo. 2. Show some pictures of the zoo's entrance or play a short video of the entrance. ###(2) Basic Part 1. Knowing the animals in the zoo - Show animal pictures or play animal videos (such as elephants, girafs, monkeys, etc.), and introduce the names, physical characteristics, and living habits of the animals in turn. For example, when introducing elephants, one could say that elephants had long noses and big ears. They could use their noses to roll things up and eat. They could also use their noses to spray water to bathe themselves. - Interact with the children during the introduction process and ask them if they have seen this animal before and where they have seen it. 2. etiquette education in the zoo - Watch videos comparing correct and wrong behaviors (such as correctly lining up to watch animals, not feeding animals, mistakenly climbing over railings to approach animals, etc.). - The teacher explained the etiquette in the zoo. - They had to line up in an orderly manner to watch the animals. They could not push other children. - Don't jump over the railing and keep a safe distance from animals, because some animals may hurt us. - We can't feed animals. The animals in the zoo have special food. If we feed them, they might get sick. - Using the simulated zoo scene to role-play. The children were asked to simulate tourists, and the teachers were asked to simulate staff or animal managers to correct the uncivilized behavior of the children during the visit. ###(3) Game 1. "I'm a Civilized Little Traveler" game - The children were divided into small groups and took turns to visit the simulated zoo. - The other children would act as judges to observe whether the children who were visiting the zoo followed the etiquette of the zoo. Children who followed the etiquette would receive small sticker rewards. ###(4) End 1. The teacher summarized what they had learned today and emphasized that etiquette and safety should be observed in the zoo. 2. He encouraged the children to be civilized tourists when they went to the zoo with their parents next time. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class appreciation class teaching plan art
The following is an example of a small art appreciation lesson plan: ** I. Teaching plan topic: "The Changing Sun"** **(1) Activity Target ** 1. Learn to use dots, lines, and combinations of dots and lines to draw the rays of the sun. 2. By appreciating the teacher's model drawing and transferring the existing experience of dots and lines, the variety of dots and lines was enriched. 3. Feel the joy of free creation. 4. Experience the joy of imagining and creating all kinds of images. **(2) Event preparation ** 1. Children had the experience of drawing circles, dots and simple lines, and had the experience of drawing with chalk. 2. [Fan Hua: Three pictures of colorful suns.] 3. Each of them had a piece of chalk, a piece of black cardboard, and paint (red, yellow, blue, green, orange). Each group had a sorting box (filled with paint), two rags, and two pen washing jars. **(3) Activity process ** 1. Introduction of works - Using the story of "Little Bunny Looking for the Sun", the children were asked what the sun looked like (red, round, bright, and warm). Then, they were shown three different pictures of the sun to guide the children to observe the difference between the three suns and the sun in the story. The focus was on what the sun looked like and what lines could be used to express the sun's light. - The teacher concluded that the rays of the sun could be drawn with dots or lines in various and beautiful forms. 2. Painting requirements - It stimulated the children's interest in painting and suggested that they design their own sun today. He guided the child to think about the order of drawing, whether to draw the circle first or the light first, whether he wanted to use dots, lines, or a combination of dots and lines to express the light, and what kind of dots or lines he wanted to use. 3. Children's Creation - The teacher used the situation language to guide the children to use different lines and points to express the sun's rays, and pay attention to the children who needed help. 4. works appreciation - They would organize the children to freely appreciate the works of their peers and exchange information about which sun they liked and how the light of this sun was expressed. ** II. Teaching plan topic: The Man Playing Ball ** **(1) Activity Target ** 1. Perceiving the color and beauty of the picture. 2. Understand the content of the image and give a simple description of the image. **(2) Event preparation ** 1. The famous painting "The Ball Player", a video changer, and a television. **(3) Activity process ** 1. A preliminary feeling of the scene - Show the famous painting "The Man Playing with the Ball" and ask the children what they saw in the painting. The children are encouraged to observe and discuss freely. The teacher does not limit the children's thoughts by asking too specific questions. 2. In-depth observation of the image - Ask the child whether the painting happened during the day or at night, and guide the child to find evidence from the picture. Then, he asked the person in the painting what he was doing and how he played with the ball. He asked the child to imitate the movements of the person in the painting to further perceive the beauty of the color and image of the picture. 3. share pleasure - He was discussing with the child whether the person in the painting was happy playing with the ball and where he could tell. ** 3. Teaching plan topic: Beautiful Umbrella ** **(1) Activity Target ** 1. Perception and appreciation of the umbrella's various colors and beautiful shapes. 2. Arouse children's interest in art appreciation activities. 3. Cultivate children's skills and artistic temperament. **(2) Event preparation ** 1. All kinds of umbrellas (single color, double color spacing, animal shapes), all kinds of umbrella pictures. **(3) Activity process ** 1. Perceiving the beauty of the umbrella's colors - First, they would show all kinds of umbrellas for the children to observe freely. Then, they would sit around and share the colors and patterns of the umbrellas they saw. Then, the children were given a PowerPoint presentation of the umbrella, allowing them to freely appreciate and exchange their favorite umbrella patterns, colors, etc. Finally, they summarized the characteristics of different types of umbrellas (single-colored umbrellas, two-colored umbrellas, animal-shaped umbrellas). 2. game link - He introduced the gameplay. He treated the umbrella as the home of the little white rabbit and played the game of "Little White Rabbit and Big Bad Wolf". He played the game according to the music. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>