Language activities, the big class teaching plan of the mountain trip
The following is a lesson plan for a large class on the language activity "Mountain Journey": ##1. Activity Target 1. Let the children understand the way of reading ancient books and stimulate their interest in reading ancient poems. 2. Guide the child to recite the seven-character quatrains with expressions and learn to place the poems in order. ##2. Event preparation 1. There was a large book, a music tape for "Mountain Journey", and a set of operation materials for children. 2. Draw a red doll (green doll) on the child's thumb and prepare four large characters. ##3. Activity 1. ** import ** - Show an interesting book, guide the child to observe and share the interesting parts, and then tell the child that the cover of the ancient book is at the bottom and the back cover is at the top. When reading, turn the book from the back page to the front page. 2. ** Bring out the ancient poem ** - He flipped the book again and read the ancient poem "Mountain Journey". He asked the child the name of the ancient poem, the author, and the season it described. 3. ** Learning Ancient Poetry ** - Teach the child to read the ancient poem sentence by sentence. First, the teacher reads one sentence, and the child reads one sentence (the first time). Then, use a pleasant voice to read it again (the second time). Then, read it together and encourage the child who can read it to speak louder (the third time). Finally, repeat it again. 4. ** The connection between words and pictures ** - Show the paper with several pictures and let the children guess which word is hidden in the picture, such as "mountain, stone, white cloud, car, flower" and so on. 5. ** Color marking poetry game ** - Set a rule such as "I am a yellow doll, I will read the yellow characters", and let the child read the corresponding color of the character "baby" according to the color mark (a total of four pieces of paper). 6. ** Word Card Sequencing and Recitation ** - The children were provided with word cards and asked to arrange the word cards into an ancient poem. After arranging the word cards, they could recite it to the teacher. The children who arranged the word cards correctly and recited it well would be rewarded with a five-pointed star. 7. ** Singing ** - The children who had finished reading put away their cards and sat on the chair to sing the poem "Mountain Journey" with the recorder. Accompanied by the ancient poem "Mountain Journey": Du Mu Far up the cold mountain the stone path slopes, There was a family deep in the white clouds. Stopping the car, I sit in love with the maple forest at night, Frosty leaves are redder than February flowers. Read more exciting novels for free
Teaching plan for big class speaking activities
The following is an example of a language activity lesson plan for a large class: ** 1. Activity Target ** 1. Stimulate the child's desire to express, improve the ability to speak, so that the child can speak clearly and coherently. 2. Cultivate children's observation, imagination and thinking ability, encourage children to be bold and innovative. 3. Guide children to experience the joy of language expression and increase their interest in language activities. ** 2. Event preparation ** 1. Pictures, storybooks, or objects related to the theme of the event. 2. A multi-media device used to play related video or audio data. ** 3. Activity process ** #(I) Introduction 1. Use interesting topics or items to attract the attention of children. For example, show a mysterious box and ask the children,"Children, today the teacher brought a mysterious box. Guess what is inside?" Children are encouraged to make bold guesses and speak up actively. #(II) Main Part 1. observation and description - Show pictures or objects to guide the child to observe carefully. For example, show a picture of a variety of animals, and then ask the child,"Children, look at this picture. What animals do you see?" What are they doing?" Give the child enough time to observe and describe what he sees. The teacher can guide the child to describe the animal's appearance, color, movements, and so on. - Give affirmation and encouragement to the child's description and correct the wrong expression in time. 2. story telling - The teacher told a short story about friendship, courage, or wisdom. For example, the story of the Three Little Pigs. - After the story, ask the children to answer, such as: "Children, what do you think of the house built by the first pig?" If it were you, how would you build a house?" Guide the child to think and express his thoughts. 3. Free narration - Set a topic or situation for the child and let the child talk freely. For example, the theme was "My Dream." Children were asked to talk about what they wanted to do when they grew up and why they had such dreams. Teachers should pay attention to listening during the process of children's narration and give guidance and help when necessary. #(3) Interactions 1. panel discussion - Divide the children into small groups of 3 - 5 people. Give each group a topic, such as "How to protect our environment", and let the children discuss it in the group. - Teachers patrolled the groups and encouraged the children to actively participate in the discussion and share their views. Each group elected a representative to share the results of the group discussion with the class. 2. role play - Ask the child to role-play according to a story or situation. For example, in the story of Little Red Riding Hood, children were asked to play the roles of Little Red Riding Hood, the big bad wolf, and Grandma. In the role-playing process, children need to carry out dialogue and performance according to the characteristics of the role, which helps to improve children's language expression and performance skills. #(IV) Summing Up 1. The teacher summarized the activity and reviewed the children's performance in the activity, emphasizing the key content, such as correct language expression, rich imagination, etc. 2. Children are encouraged to express themselves in daily life, such as sharing their experiences and thoughts with family and friends. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class language a cow teaching plan
The following is an example of a lesson plan for a large class of language about a cow: ** 1. Teaching objectives ** 1. The children could recognize the cow and accurately name it. 2. Through a variety of ways to guide children to observe the appearance of cattle and be able to distinguish between cattle and other animals. 3. Stimulate the curiosity and desire of children to explore the cow, and improve their observation and expression skills. 4. Cultivate children's love for cows and increase their safety awareness. ** 2. Teaching content and steps ** #(I) Cow Identification 1. ** import ** - Through the riddle,"Do the work in the fields, be hardworking and dedicated, be strong and strong, and only eat grass." Lure out the cow. - Ask the child if he has seen a cow and where he has seen it (such as where the cow lives, media, etc.). 2. ** Know the cow ** - Show a picture or video of a cow and ask the child what animal it is. - Guide the child to say that cows are mammals. - Take out a model of the cow (or a more realistic teaching aid) and let the child observe the appearance of the cow at a close distance, such as fur color, horns, etc. (2) Distinguish cattle from other animals 1. ** Animal Show ** - Show pictures or videos of various animals, such as horses, sheep, pigs, etc., and ask the children to name these animals. 2. ** Comparatively observed ** - Guide the children to observe and compare the differences between cows and other animals in terms of appearance (such as the shape of horns, body size, tail length, etc.) and habits (such as eating habits, living environment, etc.). - Children were encouraged to tell the methods and reasons for the distinction to deepen their understanding of cows. #(3) Cultivation of observational skills 1. ** Picture Guess ** - Show a group of pictures that contain a cow and other animals or only other animals. Let the children use their imagination to guess if there is a cow in the picture. 2. ** In-depth observation ** - Guide the children to observe the pictures one by one and carefully confirm whether there are cows in them to deepen their impression of the cow. - To organize children to compare and classify, such as separating pictures with cows from pictures without cows, to cultivate children's observation and classification skills. #(IV) Safety Education 1. ** Habit explanation ** - Explain the living habits and behavior characteristics of cows to children, such as cows being afraid of noise and liking to bask in the sun. - Inform young children of safety precautions when touching cows or in an environment with cows, such as not to suddenly scare the cows. ** 3. Extension of Teaching ** 1. Ask the children to go home and find more information or pictures about the cow with their parents. The next day, they will share their new discoveries in class. 2. Put picture books about cows or simple animal science books in the corner of the classroom to encourage children to read on their own and deepen their understanding of cows. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on Doctor Big Dog's activities in the middle class language teaching plan
The following is a reflection on the activity of the middle class language lesson plan, Doctor Big Dog: ** 1. Achievement of teaching objectives ** 1. ** Knowledge target ** - In terms of understanding the content of the story, by telling the different illnesses of the Gan family and the diagnosis and treatment of the big dog doctor, the children could understand that different behaviors could lead to different diseases, such as Big Brother Gan's smoking and coughing, and Little Sister Gan's cold and sore throat. Most children could understand the cause and effect relationship in the story and basically achieve the goal of understanding the story. - Under the guidance of the teacher, the children could have a certain understanding of the treatment methods of Grandpa Tortoise's injection (because of high fever), Uncle Elephant's nose drops (because of nasal obstruction), and Little Monkey's medicine (because of sneezing and catching a cold). In the interaction session, they could also tell the corresponding treatment methods for some common diseases. - In terms of developing good hygiene habits, children could obtain relevant information from the causes of illness of each character in the story. For example, they knew that they could not be like Gan Baobao, who did not wash his hands after going to the toilet and let others stick their noses into their noses. They realized the importance of developing good hygiene habits to prevent illness. 2. ** Skill Target ** - In terms of situation perception, by creating a situation where a small forest animal was sick, children could better enter the story atmosphere and become interested in the characters and plots in the story. However, in the process of reading books, the correct way for children to master the picture book still needs to be improved. For example, some children can't distinguish the front cover from the back cover, and there are also irregular movements in the process of flipping the book. - In terms of expression ability, children could actively participate in communication when answering questions, but there were some cases where children did not answer the questions. Teachers still needed to improve on guiding children to accurately express their thoughts in order to better improve children's language expression ability. 3. ** Emotional goal ** - In terms of bravely facing illness, with the help of the plot of the animals receiving treatment in the story, the children could understand that they had to bravely face injections and medicine when they were sick. However, in the teaching process, this emotional goal could be further strengthened through more interaction, such as letting the children share their experiences of getting sick and taking injections and medicine. ** 2. Teaching process ** 1. ** Introduction Stage ** - By presenting pictures of the Gan family, it could arouse the curiosity of the children and stimulate their interest in understanding the story. However, more interaction elements could be added. For example, children could observe the expressions or actions of the people in the pictures and then guess what might have happened to them. This could better motivate the children. 2. ** Storytelling segment ** - In the process of telling the story, the design of the questions had a certain degree of guidance, which could encourage the child to think. However, some questions might be more difficult for middle-class children, causing some children to be unable to answer or answer incorrectly. The teacher could adjust the difficulty and presentation of the questions according to the child's actual response. - In terms of the rhythm of the story, the teacher's speed was moderate, but in some key plots, he could pause appropriately to give the child more time to think and react. 3. ** Interactivity segment ** - When the children talked about Grandpa Turtle's injection, Uncle Elephant's nose drops, and Little Monkey's brother taking medicine, the children could interact and share their thoughts. However, in this process, the teacher's guiding role could be further strengthened. For example, they could ask the children's answers more deeply to promote the expansion of the children's thinking. - In the extended activity of finding the children in the class who had not yet arrived to express their greetings, it could extend the feelings of caring for others in the story to real life. This was a better design, but more forms could be added, such as letting the children make consolation cards. ** 3. Teaching effectiveness ** 1. ** Child participation ** - On the whole, the children showed a high interest in the activities and could actively participate in listening to the story, answering questions and interacting with each other. However, during the activity, due to the poor routine of the children, there were situations such as interrupting and being unable to sit still, which affected the teaching order and effect. This meant that routine training for children needed to be strengthened in daily teaching. 2. ** Consolidating teaching achievements ** - After the activity, the child would have some memory of the main plot and disease prevention, but some details might be forgotten over time. Teachers could consolidate the knowledge learned by children through reviewing stories and games in subsequent activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big Class Catches Ants Language Teaching Plan
The following is a lesson plan for catching ants: ** 1. Activity Target ** 1. Cultivate the ability of careful observation and hands-on. 2. He could use his own language to describe the shape, color, and physical characteristics of ants. 3. Nurture children's awareness of caring for small animals from a young age. ** 2. Event preparation ** Ant headdress, ant wall chart, magnifying glass, basin, sand, small plate, projector, live ants, small transparent cover. ** 3. Activity process ** #(I) Introduction 1. Use a projector to show ants and guide children to guess - He turned on the projector and let a few live ants crawl on it. He asked the children,"Children, today the teacher will show you a very interesting little animal. Look, do you know what this is?" Guide the child to answer "little ant" and give affirmation. #(2) Ant-catching Game 1. Introduction to the rules of the game - Tell the children,"Look, the teacher has brought you a lot of little ants. Do you want to play with them?" Then let's play a game to catch ants and see which child is the bravest. You have to catch the ants from the basin and put them on your own small plate. After catching them, you have to find a way to prevent the ants from crawling out. Do you understand?" After confirming that the child understood the rules, he announced,"The competition will begin when you are ready." #(3) Observing Ants 1. individual observations - He provided a magnifying glass for the child and asked the child to observe the ants he caught in the small plate with the magnifying glass. Is it small? What color was it? Do they have eyes, mouth, or feet?" Guide the children to describe the shape, color, and physical characteristics of the ants in their own language. 2. Group comparison observation - Ask the child to compare the ants he has observed with the ants on the wall chart."We just observed the small ants we caught. Now, let's look at the big ants on the wall chart. Is the ant you caught the same as the ant on the wall chart? What's the difference?" To further guide the child to observe the structure of the ant's body, for example,"Who can see how many parts the ant's body is divided into?" "What's on an ant's head!" He also guided the children to think about the function of the ant's antennae. #(IV) End of the segment 1. Guide the child to release the ants - Tell the child,"We have finished observing the little ants. Now we have to put the little ants back and let them go home." Because little ants are also alive. We have to love little animals." 2. summary and review - Review the activity with the child, such as "Today we played the game of catching ants and observed the little ants carefully. Who can tell us what the little ants look like?" To strengthen the children's understanding of the characteristics of ants and the awareness of caring for small animals. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Language activities in the middle class: a reflection on the sweet creek teaching plan
Reflection on lesson plans could be carried out from the following aspects: * * 1. Dealing with textbooks ** - If there were any changes to the teaching materials during the design of the lesson plan, such as fine-tuning, adding, replacing, or reorganizing, it was necessary to reflect on whether these treatments were effective and appropriate. For example, in the teaching plan of The Sweet Creek, if the original story content was adapted to adapt to the understanding level of middle-class children, it would depend on whether the adapted content could effectively achieve the curriculum and teaching goals, and whether it would help the children understand the ecological environment of the creek and its relationship with people. * * 2. Teaching effectiveness ** - * * Success ** - In the context rendering segment, such as decorating the kindergarten environment, decorating the walls, decorating the trees with small animal models, and the teachers dressing up as small animals to create a natural atmosphere. This design successfully attracted the attention of the children, stimulated their interest in learning, and laid a good foundation for the storytelling and children's understanding of the natural elements in the story. - In the storytelling and communication segment, it was effective to translate the story into a simple, easy to understand, and fascinating language for the child to listen to. Through question-and-answer communication, it helped the child understand the plot, the protagonist's feelings, and the reason behind it. Children were able to participate in the Q & A and express their opinions, which meant that this segment was successful in promoting children's understanding of the story. - In the performance activity segment, the design of using small animal toys or performing the habits of small animals would help the children to happily recognize the habits of small animals and the natural environment. It was in line with the characteristics of the middle class children who learned through intuitive experience. - * * Where I failed ** - If there was a group cooperation activity (if there was one), the child might not understand the rules of cooperation or have a weak sense of cooperation. For example, in the game, the children did not cooperate well according to the rules to express their understanding of the ecological environment of the stream. This meant that the teaching design might not have fully considered the development level of the cooperation ability of the middle class children, or the rules of the game were not clear enough. * * 3. Grasping the teaching details ** - In the process of telling the story, some key details might need to be more targeted. For example, when describing the ecological environment of the stream, if only a simple mention of small animals was made without a deep description of the plants in the stream, the flow of water, and the relationship between the small animals, it might affect the child's comprehensive understanding of the ecological environment of the stream. - In the interaction segment, the details of the questions were also very important. If the question was too simple or complicated, it might affect the child's participation. For example, asking a child "Why is the stream sweet?" This question may be more abstract for the middle class children. If there is no further guidance, the child may find it difficult to answer. This requires optimization in the details of the question. * * 4. The accuracy of teaching objectives and the effectiveness of teaching effects ** - * * Accuracy of teaching objectives ** - The teaching goal mentioned that children should understand the ecological environment of the stream and its relationship with people. This goal was more accurately in line with the cognitive development needs of middle-class children and could cultivate children's initial understanding of the natural environment. - The goal of cultivating children's observation ability, ability to find problems, sense of cooperation, language expression ability, and oral communication ability was also consistent with the education direction of middle class children. - * * Teaching effectiveness ** - In actual teaching, children might improve their observational skills, such as being able to describe the behavior of small animals by the stream. However, there might be some shortcomings in understanding the relationship between the stream and people. For example, they could not understand how the water of the stream was used by people. This meant that although some of the goals were achieved, there was still room for improvement in some key goals. - From the perspective of children's classroom participation, if children actively answer questions and actively participate in performance activities, it shows that there is a certain effectiveness in improving children's language expression ability and oral communication ability. However, if some children's participation is not high, it may be necessary to further improve teaching methods to improve the overall teaching effect. * * 5. Gains and losses in teaching ** - * * Students 'understanding and acceptance of learning content ** - Most children might have a certain understanding of the story itself, such as knowing which small animals were in the story, which meant that the children had a better acceptance of the surface content of the story. However, for some in-depth content, such as the ecosystem of the stream and its complex relationship with humans, children might not understand it deeply enough. This reflected that the depth of the teaching content needed to be adjusted. - * * Students have unique insights in learning ** - During the teaching process, some children might come up with some unique ideas. For example, the children might say that the small fish in the stream could treat the stream as their home. This was a unique understanding of the relationship between the stream and the small animals. Teachers should be good at capturing these insights and guiding them to further deepen children's learning. - * * Students 'reactions and performance in the classroom ** - If the child showed excitement and curiosity in the context rendering segment, listened quietly and actively answered questions in the storytelling segment, and actively participated in the performance activities, it meant that the design of the teaching segment basically met the learning needs of the child. However, if a child was not focused or did not participate in a certain segment, the teacher needed to analyze whether it was the teaching content, method, or the child's own reasons, and make corresponding adjustments. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Language activities in the middle class, delicious snacks, teaching plan reflection
The lesson plan reflection of the middle class language activity "Delicious Snacks" usually covered the following aspects: ** 1. Achievement of the event objective ** 1. ** Language and expression ** - For the goal of "learning to use simple sentences to completely and coherently express the key characteristics of things", if the child can clearly and accurately express the name of the snack and describe the characteristics of the snack (such as color, taste, etc.) in simple sentences, such as "the candied haws are red and taste sour and sweet", it means that the language expression goal is better achieved. If the child's sentence is incomplete or logically incoherent, it may be necessary to reflect on whether the way the child is guided to express himself in the activity is appropriate, such as whether enough demonstration and practice opportunities are given. 2. ** Awareness of the local snacks ** - From the goal of "guiding the child to understand the snacks of Ruijin by learning the children's songs and saying the names of the snacks that they know", if the child could accurately say the names of the snacks mentioned in the children's songs after learning the children's songs, and could also say the hometown snacks that he knew, then the goal would be achieved. On the contrary, if the child's knowledge of the hometown snacks was still vague, it might be because the parents 'guidance before the activity was not enough, or the introduction of the hometown snacks during the activity lacked interest and depth, which did not fully arouse the interest and memory of the child. 3. ** In terms of willingness to speak in front of the collective ** - If the child actively talked about his or her knowledge and preferences about snacks in front of the group during the activity, it meant that the goal of "willing to talk about snacks in front of the group" was achieved. If the child showed shyness and was unwilling to speak, it might be because the activity atmosphere was not relaxed and safe enough, or the teacher did not give positive encouragement and guidance in time. ** 2. Grasping the Difficulties of the Activity ** 1. ** Key Points ** - With the focus on "learning to use simple sentences to completely and coherently express the key characteristics of things", there should be targeted design sessions in the activity, such as letting the children observe the appearance of the snack first, then taste it, and finally express it in sentences. If the key parts were not sufficiently reinforced during the activity, such as not providing enough examples of snacks for the child to practice describing, or not correcting the mistakes in the child's expression in time, it would affect the achievement of the key goals. 2. ** Difficult Part ** - As for the difficulty of "guiding children to understand the snacks in Ruijin by learning children's songs and telling them the names of the snacks that they know", the breakthrough of the difficulty might depend on whether the choice of children's songs was appropriate, representative, and interesting. If the children's song was too complicated, it would be difficult for the child to understand the content of the snack, or the snack mentioned in the children's song was too unfamiliar to the child, it would make it difficult for the child to achieve this difficult goal. At the same time, if there was no detailed explanation and expansion of the snacks in the children's songs, it would also increase the difficulty of the children's understanding and memory. ** 3. Reasonableness of the activity preparation ** 1. ** Resources utilization by parents ** - Before the activity, parents should enrich their children's knowledge about Ruijin snacks and collect relevant pictures to bring to the kindergarten. If the child has a certain understanding of Ruijin snacks and can show the pictures collected by the parents, it means that the parents 'resources are more reasonable. However, if it was found that the children brought few pictures or that the parents did not give enough guidance to the children in the early stage, it might be necessary to reflect on whether the way of communication with the parents was clear and whether the parents were given enough guidance. 2. ** Teaching resources ** - If during the activity, children's songs, pictures of snacks, or other teaching resources could effectively assist children's learning, such as children's songs being catchy, pictures being clear and intuitive, and objects being able to arouse children's interest, it meant that the preparation of teaching resources was more reasonable. On the other hand, if the content of the children's songs was obscure, the pictures were unclear, or the physical preparations were insufficient, it would affect the effect of the activity. ** 4. The effectiveness of the activity process ** 1. ** Introduction Stage ** - In the introduction of "Our Hometown", if you can ask a simple question like "Children, do you know which country you are from?" What's the name of the city we live in?" If the child's interest was successfully piqued and the topic of snacks in their hometown was naturally brought up, then the introduction stage would be effective. If the child's response to these questions was cold or the introduction process was too long and did not cut into the topic in time, it needed to be improved. 2. ** Snack introduction segment ** - In the process of the children freely introducing the snacks they knew and the teacher showing the snacks and guiding the children to know, if the children actively participated, they could accurately identify the snacks and share their feelings, indicating that the design of the segment was effective. However, if the child's participation was not high, it might be because the introduction method was simple and lacked interaction. For example, it was simply showing pictures without letting the child experience it personally (such as tasting, touching, etc.). 3. ** Children's Song Appreciation Section ** - When the teacher demonstrated the children's songs, if the children could attract their attention through their voices and expressions, and the children could accurately answer questions about the name and content of the children's songs in the questioning session, it meant that the children's songs appreciation session had a certain effect. If the child is not focused when appreciating the children's song, it may be that the recitation method lacks appeal, or the content of the children's song is not closely integrated with the child's life experience. ** V. Inadequacies in the event and improvement measures ** 1. ** Inadequacies ** - If there was less interaction between the children during the activity, for example, in the free introduction of snacks, the children only talked about the snacks they knew and did not ask questions or discuss with each other. This may be due to the lack of a mechanism to encourage children to interact. In addition, if the teacher's ability to regulate the activity was insufficient, such as when the child was too excited or too dull in a certain segment, the teacher could not adjust the rhythm and method of the activity in time, which would also affect the smooth progress of the activity. 2. ** Modification measures ** - In order to increase the interaction between children, group discussions and sharing of snacks could be designed to encourage children to ask and answer questions. For the improvement of teachers 'ability to control, they could fully anticipate possible situations before the activity and prepare corresponding response strategies. For example, when the child was too excited, they could use quiet Mini games or tell stories to calm the child down. When the child was too dull, they could mobilize the enthusiasm of the child through interesting role-playing or adding some challenging small tasks. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class social activities, hakka tea teaching plan
The following is a lesson plan about the social activity of the big class, the Hakka tea: ** 1. Teaching objectives ** 1. Knowledge and Skill Target - Let the children understand the cultural background, raw materials and production process of the Hakka Lei tea. - It was a simple description of the importance of Lei tea in the Hakka culture. 2. process, method, goal - Through watching pictures, videos, and physical displays, children's observation skills can be enhanced. - In the simulation of making tea, the children's hands-on ability and cooperation ability were trained. 3. Emotions, attitudes, values, goals - To stimulate children's interest in Hakka culture and cultivate the awareness of respecting and appreciating different ethnic cultures. ** 2. Important and Difficult Points in Teaching ** 1. ** Teaching Focus ** - Master the main raw materials and production steps of the Hakka Lei tea. - Understand the importance of Lei tea as a guest etiquette. 2. ** Teaching Difficulties ** - Guide the children to experience the cultural meaning behind the Lei tea. ** 3. Teaching Method ** Teaching method, visual demonstration method, practical operation method, discussion method ** 4. Teaching preparation ** 1. Pictures and videos of the Hakka Lei tea. 2. Simple tools and raw materials for making Lei tea, such as small beating bowls, beating sticks, tea leaves, peanuts, sesame seeds, etc.(ensure the safety of tools and raw materials, suitable for children to operate). 3. Multi-media equipment. ** 5. Teaching process ** 1. Introduction (3 minutes) - Play a video clip of a Hakka warmly entertaining guests to drink tea. Guide the children to observe and ask,"Children, do you know what the people in the video are drinking?" This is a very special drink that comes from a group called the Hakka. Today, let's get to know about the Hakka Lei Tea." 2. Understanding the cultural background of the Hakka Lei tea (7 minutes) - Show the children some pictures of the scenery, buildings, and people in the Hakka area, and briefly introduce the distribution and living characteristics of the Hakka people. - He explained the status of Lei tea in the Hakka culture."Lei tea is the most common and most solemn form of hospitality for the Hakka people. Just like how we treat our guests with the best food, the Hakka people will use Lei tea to welcome their guests. Moreover, the Lei Tea has a very, very long history. It is a very ancient tea ceremony." 3. Understanding the ingredients for making Lei Tea (10 minutes) - He took out the prepared raw materials for making Lei tea, such as tea leaves, peanuts, sesame seeds, etc., and showed them to the children one by one and briefly introduced them: "Children, these are the raw materials for making Lei tea. Tea leaves are an important thing that makes the tea have the fragrance of tea. Peanut tastes fragrant, so does sesame. When they are put together, the taste of the tea will become very special." - Ask the children if they have seen these ingredients or eaten food that contains these ingredients and encourage them to share their experiences. 4. Learn the process of making Lei Tea (15 minutes) - Play the video of making Lei tea (you can choose a simple version suitable for children to watch), and at the same time, perform a live demonstration with real tools and raw materials. - The steps were as follows: - First, he poured the tea leaves into the bowl and told the child that because the tea leaves were relatively dry, he could add a little water first so that it would be easier to grind. Then, he held the baton and began to grind the tea leaves in a clockwise direction. - Then, he added the fragrant sesame seeds and continued to grind them. He let the children observe the changes after mixing the sesame seeds with the tea leaves. - Then, add the peanuts (you can grind the peanuts a little in advance to make it easier for the child to operate). While grinding, explain to the child how the taste and texture of the tea will be different after adding each ingredient. - During the grinding process, a little cold water could be added at the right time to prevent it from being too dry. - Grind it until it becomes a paste and tell the child that the tea is almost ready. - Invite a few children to try the process of making the tea (under the close guidance of the teacher to ensure safety), and the other children will watch carefully. 5. Discussion and Sharing (10 minutes) - He organized a small group discussion for the children."Children, now that we know how to make Lei tea, do you think the process of making Lei tea is interesting? What's the difference between Lei tea and the drinks we usually drink?" - Each group elected a representative to share the results of the group's discussion, and the teacher gave affirmation and supplements. 6. Summing Up and Extending (5 minutes) - "Today, we learned about the Hakka's Lei tea, its raw materials, its production process, and that it is a good thing for the Hakka people to entertain their guests. Lei tea is an important part of the Hakka culture. The culture of each place has its own unique charm." - Arrange small tasks after class: Let the children share the knowledge they learned about the Hakka tea with their parents when they go home, or try to make simple tea with their families. ** 6. Teaching Evaluation ** 1. Through the children's questions and answers in the classroom, the children's mastery of the cultural background, raw materials, and process of making Lei tea was evaluated. 2. According to the participation of the children in the process of making the tea, the proficiency of the operation and the performance of the group cooperation, the children's practical ability and cooperation ability were evaluated. 3. Observe the child's performance in the discussion session, such as whether he or she actively participated and whether he or she could clearly express his or her thoughts, and assess the child's language and thinking ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan for the activities of the big class children and small anchors
The following is an example of a lesson plan for a small anchor activity: ##1. Event Themed Little streamer, I'm the best ##2. Activity Target 1. To improve children's observation, thinking ability, and oral expression ability, and encourage children to express their observations boldly, clearly, and completely. 2. Cultivate the enthusiasm of the children to pay attention to the things around them, enhance their self-confidence and desire to perform. 3. Guide children to learn to organize language logic, including describing the time, place, people, process, and outcome of the event. ##3. Event preparation 1. Before the activity, guide the children to pay attention to the people and things around them, such as the daily activities of their families, new things in the kindergarten, etc. 2. Prepare some comics or interesting photos with story lines. 3. Set up a simulated broadcasting station and prepare a microphone prop. ##4. Activity ###(1) Introduction 1. The teacher and the children sat together and chatted casually."Children, have you noticed that there are many interesting things happening around us every day? Today, we're going to be Little Streamer and tell these interesting things to more people." ###(2) Broadcast 1. The teacher stood behind the simulated broadcasting station, picked up the microphone, and broadcasted a small piece of news in the kindergarten in a vivid, loud, and clear voice. For example,"Dear children, this morning in the small garden of the kindergarten (location), I saw a group of small ants (characters). They were working together to carry a small biscuit (event) and finally successfully moved the biscuit into the small ant hole (result). It was after breakfast (time)." 2. After the broadcast, the teacher asked the children,"Children, what did the teacher just say?" Who can say it again like Teacher?" Guide the child to recall and try to imitate the expression. ###(3) Group discussion and broadcast preparation 1. Divide the children into groups of 3 - 5 people. 2. The teacher guided the children."Now, please tell the children about the interesting things you've discovered in the group. Then, choose a representative to be the little anchor to broadcast." 3. During the children's discussion, the teacher patrolled each group to encourage the children to actively participate in the discussion and remind the children to explain things clearly, including time, place, people, events, and results. ###(4) Preschoolers 'Report 1. Each group would elect a child to the radio station to broadcast. 2. After the child's broadcast, the teacher and other children applauded and encouraged them. They could also ask simple questions or add, such as,"How did you find out about this?" "What do you think is interesting about this?" ###(5) Activity Extension 1. After the event, a "small anchor corner" could be set up in the class to encourage children to go to the small anchor corner to broadcast the news at any time during their daily activities and share their newly discovered interesting things. 2. Parents could also be invited to participate in the activities and let the children report to their parents about the kindergarten or family matters when they returned home. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Where is the hole in the big class teaching plan? Reflection on the activities
In the teaching activities of Where's the Hole?, there were the following performances and reflections. From the perspective of children's participation, when the children were asked to find the "hole" in the picture, the children showed a strong interest and actively participated, indicating that the content of the activity could attract the attention of the children. However, there might be some shortcomings in guiding children to understand the purpose of the hole. For example, it was guiding children to think about the use of different holes, such as "What hole should be repaired quickly, and why?" When they were waiting for questions, although the children could answer them, their understanding of some abstract concepts might not be deep enough. This suggested that in the subsequent teaching, more examples or comparisons could be added to deepen the children's understanding. In terms of children's language expression, the children could summarize the contents of the pictures in complete sentences, which was a relatively successful point. It meant that the goal of improving children's language expression ability in the activity goal had been achieved to a certain extent. However, there might be room for improvement in vocabulary richness. For example, children could be guided to use more describing words to describe the characteristics of the cave. From the overall teaching process, the activity process was relatively smooth. From the introduction to reading the book to understanding the content to the final complete explanation, the transition between the links was natural. However, in the interaction segment, such as the questioning segment, there may be situations where the difficulty of the questions is not accurately grasped. For some children, there may be problems that are too difficult or too easy. This requires better consideration of the individual differences of children when designing questions in the future. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class language art teaching plan "lively sky"
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