Picture book story casting net middle class language teaching plan
The following is an example of the language lesson plan for the middle class of Cast the Net: * * 1. Teaching objectives ** 1. Guide the child to carefully observe the scene and guess the story. 2. It was a method of trying to predict through patterns. * * 2. Teaching preparation ** Big calligraphy, blackboards, and big clips were used to ensure that the children knew that fishermen used fishing nets. * * 3. Teaching process ** #(I) Conversation Introduction Children, I want to ask you, do you like to eat fish? Do you know where the fish we eat live? Then where did Daddy and Mommy go to buy fish? Through these questions, the children were guided to think about the living environment and ways to obtain fish, which led to the story of "Casting the Net". #(2) Story telling and interaction 1. The big book with the word "cover" was shown to the children. First, the children were shown a part of the picture. For example, the picture that only showed the sea. The children were asked,"Children, guess what this story might be about?" Children were encouraged to make wild guesses. 2. He slowly flipped to the next page, revealing the picture of the fisherman holding the net, but covering the part of the action of casting the net. He asked the child,"This uncle is holding the net. What can he do?" Guide the child to make predictions based on the images and life experience. 3. During the process of telling the story, he kept asking questions. For example, when a school of fish swam over, you could ask the child,"Do you think the fisherman can catch fish? Why?" Guide the child to analyze and predict the number of fish in the picture, the direction of swimming, and other factors. 4. For some repetitive actions or plots in the story, it can guide children to find patterns. For example, the fisherman's posture every time he cast the net or the time he waited for the net to be closed, so that the children could try to predict what would happen the next time they cast the net. #(3) Summing Up and Extending 1. After the story, review the whole story with the child and summarize the process of the fisherman casting the net to catch fish. 2. You can ask the children,"If you were fishermen, how would you cast the net?" Children were encouraged to use their imagination and describe their own ways of casting nets to expand their thinking ability. Read more exciting novels for free
Middle class language orange story teaching plan
The following is an orange story lesson plan for the middle class language: ##1. Teaching objectives 1. Guide children to understand the story of oranges, encourage children to think positively and boldly express their thoughts. 2. Through storytelling, children could describe the characteristics of oranges or plots related to oranges, and practice their language skills. 3. Stimulate the child's love for oranges, a common fruit, and cultivate the child's observation of the surrounding things. ##2. Teaching preparation 1. Number of oranges (ensure that the number can meet the child's observation and interaction needs). 2. Pictures related to the story of oranges or simple PowerPoint. 3. There were several small plates for placing oranges. ##3. Teaching process ###(1) Introduction 1. He took out an orange to attract the attention of the child. - Teacher: "Children, today I brought a mysterious little gift. It's round and orange in color. It's a little soft to the touch. Guess what it is?" He guided the child to answer that it was an orange. 2. A simple interaction to understand the child's understanding of oranges. - Teacher: "Can any of you tell me what an orange looks like?" Or have you seen oranges before?" Ask a few children to answer and share their impressions of tangerines. ###(2) Story Telling and Interactions 1. He began to tell the story of the orange (The story can be created by yourself. For example, the growing journey of the orange, from the flowering of the orange tree to the slowly growing of small oranges, to the ripening and picking of the oranges, and finally to the children.) - During the narration, ask questions at the right time. For example, when talking about the orange tree blooming, ask the child: "Children, what color do you think the orange tree flowers are?" - When talking about the ripe oranges, he asked,"If you were fruit farmers, how would you pick oranges from the tree?" Children are encouraged to imagine and answer actively. 2. Use pictures or PowerPoint to help the storytelling. Show the appearance of oranges at different stages of growth, or the images of oranges in different scenes (such as in the supermarket, fruit basket, etc.). Every picture shown will guide the child to describe the scene he saw. ###(3) Observing Oranges 1. He gave each child an orange and asked them to observe it carefully. - Teacher: "Now that the children have their own oranges, you can touch and smell them to see what's so special about them." 2. Guide the child to share his observations. - Teacher: "Which child is willing to tell us, is the orange you touched smooth or rough? What does the orange smell like?" Children should be encouraged to describe it in complete sentences, such as "The orange I touched was a little rough, but it smelled nice." ###(4) Story summary and expansion 1. Recalling the main plot of the orange story again, strengthening the child's memory. - Teacher: "Children, today we have heard the story of oranges. From the moment the orange tree bloomed to the moment the oranges appeared in front of us, who can briefly explain the process?" 2. Ask more questions to stimulate children to think further. - Teacher: "Then, other than eating oranges directly, do the children know what oranges can be used for?" Guide the child to think of orange juice, canned oranges, etc. ###(5) End 1. Thank you for your active participation. - Teacher: "Today, the children are all very good. We listened to the story of oranges together and observed them. I hope that everyone will discover more secrets about oranges in the future." 2. He tidied up his items and ended the class. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The story of the harm of language, reflecting on the teaching plan, middle class
The following is an example of a reflection on the language harm story lesson plan for the middle class: ** I. Achievement of teaching objectives ** 1. ** Knowledge Comprehension ** - In the process of telling the story of the harm of language, the goal was to let the middle class children understand that language violence could bring harm to others. From the teaching process, children could understand the concept of language harm to a certain extent through the plot of the story, such as the metaphor of "rubbing the paper ball". - However, for some of the more abstract expressions in the story, some children might not understand it thoroughly enough. For example, the story involved the deep impact of verbal violence on others. Children might only understand it on the surface and have not really internalized it. 2. ** Emotional attitude ** - The teaching was to guide children to avoid using verbal violence. Through storytelling and the guidance of teachers, most children could show their disapproval of verbal violence and have a preliminary awareness of not being a person who kneaded the paper ball. However, in the simulation of children's interaction scenes, it was found that although some children knew that they should not use verbal violence, they might still say inappropriate words under excitement. This showed that the cultivation of emotional attitudes needed to be continuously strengthened in daily activities. ** 2. Teaching content ** 1. ** The choice of story content ** - The story content of using "rubbing paper balls" as a metaphor for verbal violence was more vivid and suitable for the cognitive level of middle-class children. The story was simple and easy to understand. It could attract the attention of young children and let them intuitively feel the harm of verbal violence. - However, the content of the story may be relatively simple. It only explains the harm of language from one angle (such as saying something that hates the other party). If more types of verbal violence scenes can be added, such as mockery, sarcasm, etc., the teaching content will be more comprehensive. 2. ** Depth and breadth of content ** - For the middle class children, the depth of the content was basically suitable. There were no parts that were too complicated for the children to understand. However, it could be further expanded in terms of breadth. For example, it could be connected to more scenes in daily life, such as the language harm in the family, community, and other environments. It was not limited to the campus scene in the story. ** 3. Teaching Method ** 1. ** Description and demonstration method ** - Teachers used storytelling and demonstration (such as rubbing paper balls). This method could make the abstract concept of language harm concrete. Children could understand the teaching content through visual and auditory stimulation. - However, during the process of telling the story, the teacher's language rhythm and intonation could be further adjusted. Sometimes, the speed of telling the story might be slightly faster, and some children might not be able to keep up with the rhythm of the story, affecting their absorption of the story content. 2. ** Interactivity segment ** - In terms of setting up an interaction session, such as letting children discuss what they should not say, this would help children actively participate in teaching and improve their thinking and expression skills. - However, the participation in the interaction session could still be increased. There might be cases where individual children led the discussion, while some more introverted children participated less. In the future, group discussions could be used to encourage more children to participate in interactions. ** 4. Teaching Effect ** 1. ** Infant's reaction ** - During the teaching process, the children showed interest in the story as a whole. They were able to actively answer the questions raised by the teacher, and they showed curiosity and surprise when they watched the teacher demonstrate "kneading the paper ball". This indicated that the teaching method had attracted the attention of the children to a certain extent. - However, when they entered the actual scene simulation, the children's performance did not achieve the desired effect. This meant that although they understood the truth in the story, they could not apply it well in real life. 2. ** Effects on young children's behavior ** - During the observation after class, it was found that some children would pay attention to their language expression in a short period of time and avoid using some inappropriate words. However, as time passed, this effect gradually weakened, which indicated that the strengthening of teaching effects needed to be strengthened. For example, by setting up civilized language in the class to supervise the little messenger, it could continue to strengthen the positive behavior of children. ** 5. Modification measures ** 1. ** Upgrade teaching content ** - Enrich the content of the story, add different types of language violence scenes, and expand the scope of the scenes involved in the story, so that children can fully understand the dangers of language. 2. ** To improve teaching methods ** - He adjusted the rhythm and tone of the story to ensure that every child could keep up with the progress of the story. In terms of interaction, various forms such as group discussions and role-playing were used to increase the participation of children, especially introverted children. 3. ** Enhancing Teaching Effects ** - After class, they would set up some extended activities, such as making civilized language posters and conducting civilized language selection activities in the class. They would constantly consolidate the children's awareness of avoiding the harm of language and transform this awareness into practical behavior habits. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The design of the teaching plan for the language evader in the middle class
The teaching plan was designed to let the middle-class children understand the dangers of dishonest behavior, enhance their respect for the rules and self-discipline, and improve their self-awareness and sense of responsibility. Through relevant teaching activities, help children realize that the behavior of fare evasion is not only harmful to the school, family, and society, but also has a negative impact on their own growth, so as to guide children to develop good qualities of honesty, trustworthiness, and compliance with rules. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Twelve Zodiac Language Teaching Plan Middle Class
The following is a lesson plan for the twelve zodiac languages for the intermediate class: * * 1. Teaching objectives ** 1. Let the child know the zodiac sign of their family and improve the emotional connection between the child and their family. 2. Guide the child to perceive the 12 animals included in the 12 zodiac signs, understand the concept of reincarnation of the 12 zodiac signs, and their order of arrangement. * * 2. Teaching preparation ** 1. Make sure that the child knows how to clock. 2. Let the child know the zodiac signs of himself and his family members in advance. 3. Prepare a lesson that includes the twelve zodiac signs, bells, mountains, and caves. * * 3. Teaching process ** #(I) Introduction 1. Riddle Introduction The teacher said the riddle: "The little horse does not stop, does not rest day and night, tick-tock, tick-tock, to remind people to remember the time." Guide the child to guess that the answer is a clock. Show the clock in the class and let the children count the numbers on the clock. #(II) Basic Part 1. Know the animals of the twelve zodiac signs Show the twelve animals in the class and guide the children to tell them which animals they saw. 2. Understanding the zodiac with the help of the zodiac clock - Number and Order - Ask the children to count the number of animals on the zodiac clock to see if there were 12. Start from 1 mouse. Ask them how many chicken chops and pork chops there are. - Children share with their families - Ask the child to state his zodiac sign and the zodiac signs of his family members. - Teachers 'interviews - Inviting young children to interview their teachers. - Summing up the number of zodiacs - It emphasized that the 12 animals on the clock face were the 12 zodiac signs of humans, also known as the 12 zodiac signs. This was invented by the Chinese a long time ago. Every year, a small animal was used as a symbol, and there were 12 zodiac signs in total. - Explain the law of reincarnation of the 12 zodiacs - In view of the fact that teachers and some children had the same zodiac signs, the 12 zodiac cycles were explained through the zodiac clock. It meant that the 12 zodiac cycles would take 12 years each time, and they would start again after each cycle. The teacher's zodiac sign was the one that came before, and the child's zodiac sign was the one that came after. 3. Tell the story, explain the order of the zodiac - Ask the children if they know why the twelve zodiac signs are arranged in this order and encourage them to tell the story based on their experience. - The teacher then told a story about a sports competition. The story included different events such as drilling into a cave (with rats, etc.) and climbing a mountain. Each event had different zodiac animals participating and had corresponding rankings. After the story, the children were asked questions to deepen their familiarity with the order of the zodiac. For example, they were asked about the sports events, who was in the cave, and who was first. #(3) Extension 1. regional activities Placing materials in the art design area to encourage children to draw the small animals of the twelve zodiacs. 2. Home Together Parents are advised to bring their children to read interesting stories about the twelve zodiacs. In the teaching process, teachers should pay attention to the interaction with children, encourage children to actively participate in answering questions and tell their own ideas to achieve better teaching results. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching plan of winter language in the middle class
The language lesson plan for the middle class winter usually covers the following aspects: ** I. Achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - If the goal is to let the child describe the characteristics of winter, then in the reflection, it is necessary to consider whether the child can accurately describe the winter scene (such as snowflakes, animal hibernation, etc.). For example, whether there were enough examples or guidance provided in the teaching process for the child to understand and express these characteristics. - If it was about the improvement of children's language skills, such as using more coherent sentences to express their feelings about winter, they had to consider whether the children were given enough practice opportunities in the activities, and whether there were difficulties in expressing themselves, such as insufficient vocabulary or poor sentence organization. 2. ** Emotional goal ** - When the goal is to develop a child's love for nature or a fondness for winter, reflection should include whether there are enough links in the teaching process to stimulate this emotion. For example, by showing pictures of beautiful winter scenery or telling interesting winter stories, children could truly feel the beauty of winter, and not just stop at imparting knowledge. 3. ** Course, Method, and Target ** - If specific teaching methods were used, such as independent reading, group discussion, etc., they should reflect on whether these methods were effective. For example, in the independent reading session, whether the children could really explore the winter-related content independently, whether they needed more guidance from the teacher, how much the children participated in the group discussion, whether there were cases of children leading the discussion or being ignored. ** 2. Teaching content ** 1. ** Adaptability of content ** - Whether the teaching content is in line with the cognitive level of middle class children. For example, when introducing the scientific knowledge of winter (such as the principle of animal hibernation), was it too complicated or simple? If the content was too difficult, the child might be confused and lose interest; if the content was too simple, it would not satisfy the child's desire for knowledge. - Interesting content was also an important factor. For example, if the story of winter was lively and interesting, it could attract the attention of children. If the story is boring, the child may be distracted or not actively participate. 2. ** Completeness of the content ** - It was necessary to consider whether the teaching content covered all aspects of winter, such as natural phenomena in winter, human activities, changes in animals and plants, etc. If there were any missing parts, it might affect the child's comprehensive understanding of winter. ** 3. Teaching methods and strategies ** 1. ** The effectiveness of teaching methods ** - As for the teaching method, if the knowledge of winter was only imparted to the children one-sidedly, the effect might not be good. Reflect on whether you can add more interaction sessions, such as asking questions and letting children give examples, to increase the participation of children. - When using multimedia-based teaching (such as playing videos of winter, displaying pictures, etc.), you have to consider whether you have really played the advantages of multimedia-based teaching. For example, whether the length of the video was appropriate, whether the pictures were clear and representative, and whether they could help children better understand the concept of winter. 2. ** Rationally sound strategy ** - Whether the strategies used to guide children to express their feelings about winter were appropriate. For example, whether to ask questions directly or to guide children to express themselves through games, situation creation, etc. If direct questions didn't work, then they could consider using more interesting strategies in the subsequent teaching, such as role-playing (playing small animals to tell about winter life). ** IV. Children's participation and performance ** 1. ** Participating Rate ** - Observe the child's participation in the classroom, such as the enthusiasm to answer questions, the degree of active participation in discussions or activities, etc. If the participation rate was low, it had to be analyzed whether it was because of the teaching content, the method, or the children themselves. For example, were there any children who were shy and did not dare to participate, or were the teaching content too difficult for most children to participate? 2. ** Individual differences ** - Some children may know more about winter and have strong communication skills, while others may be relatively weak. Reflect on whether these differences have been paid attention to in the teaching process, and whether there is guidance for children of different levels. For example, whether the children with weaker abilities were given more tips and encouragement, and whether the children with stronger abilities were provided with expanded content. ** 5. Use of Teaching Resources ** 1. ** Use of Teaching Aids ** - If you use pictures, books, and other teaching aids, you must reflect on their effects. For example, whether the pictures were large and clear enough for children to observe, whether the content of the book was suitable for children to read, whether the text was simple and easy to understand, whether the pictures could help children understand the content of the story, etc. 2. ** Use of environmental resources ** - Consider whether to make full use of the classroom environment to create a winter atmosphere, such as whether to arrange some winter-related decorations (snowflake paper-cut, pictures of winter animals, etc.) to enhance the children's intuitive feeling of winter. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Children's picture book, story, hand-drawn teaching plan, middle class
The following is an example of a hand-drawn lesson plan for a middle-class child's picture book: ##1. Teaching objectives 1. To stimulate children's interest in hand-drawn and picture book stories, and to improve children's artistic creativity and imagination. 2. Cultivate children's language skills and be able to simply describe the content of their hand-drawn picture books. 3. Enhances the child's fine hand movements and color perception. ##2. Teaching preparation 1. Choose a number of picture books suitable for middle class children, such as Pumpkin Car, and the corresponding drawing tools, including colored pens, drawing paper, paint, drawing board, etc. 2. A hand-drawn example of a picture book story for display. ##3. Teaching process ###(1) Picture book import (10 minutes) 1. The teacher took out a few picture books and briefly introduced the cover and story theme of each picture book to arouse the interest of the children. 2. Pick one of them (Take Pumpkin Car as an example) and read the first few pages together with the child. Let the child get a preliminary feel of the plot and style of the picture book. ###(2) Story telling and discussion (15 minutes) 1. Continue reading the picture book and stop at the key plot to guide the child to predict the direction of the story. For example, in the scene where the little mouse gave a pumpkin, you could ask the child,"Do you think the princess will like this pumpkin?" What will the little mouse do next?" 2. After reading the picture book, he had a discussion with the child. Ask the children how they feel about the characters in the story (such as the little mouse, the princess, etc.) and what their favorite plot is. ###(3) Hand-drawn Creation (20 minutes) 1. The teacher showed the hand-drawn sample works of the picture book story and explained to the children that they could choose a plot in the picture book or create a plot related to the picture book to hand-draw. 2. Children are encouraged to start creating on paper. Teachers could tour around and guide the children, providing them with the following help according to their situation: - For children who didn't know how to write, they could be guided to start with simple shapes, such as the outline of the characters in the story (such as the round body of a small mouse, long tail, etc.). - Help the child choose the appropriate color to draw the characters and scenes, such as yellow for the pumpkin, blue for the sky, etc. - Children were encouraged to add details such as the expression on the mouse's face and the texture on the pumpkin. ###(4) Story telling and presentation (10 minutes) 1. After the children finished their hand-drawn works, they were invited to come to the front and tell the story of their hand-drawn works to everyone. It could start with,"This is the story I drew about [Picture Book Name]. In this story…" 2. The other children should listen carefully, and the teacher should give positive feedback and encouragement to the children who told the story, such as praising them for telling the story vividly and drawing beautiful pictures. ###(5) Summing Up and Extending (5 minutes) 1. The teacher summarized the activity, emphasizing the fun of drawing stories and hand-drawn creations, as well as the imagination and creativity shown by the children in the activity. 2. Arrange after-school tasks so that the children can continue to create hand-drawn works with their parents after returning home. They can bring them to share in the next activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Children's picture book, story, autumn harvest, teaching plan, middle class
The following is a lesson plan for middle school children about the story of Autumn of Harvest: ##1. Teaching objectives 1. Let the children know the characteristics of autumn and know that autumn is the season of harvest. 2. Cultivate children's observation, expression and cooperation awareness, stimulate children's love for nature and cherish the fruits of labor. 3. To improve the children's aesthetic ability and cultivate their sense of beauty. ##2. Difficulties in Teaching 1. * * Main point ** - Guide the children to observe the characteristics of autumn and understand the crops in autumn. - Let the children experience the autumn harvest activities. 2. * * Difficulty ** - Let the children understand that autumn is the season of harvest. ##3. Teaching preparation 1. There were pictures of harvested fruits, crop models, videos of harvested autumn, drawing paper, colored pens, scissors, glue, and so on. 2. Choose a picture book with the theme of "Autumn with a bumper harvest." For example, a picture book with a farmer uncle harvesting crops in the field and fruits in the orchard. ##4. Teaching process ###(1) Introduction 1. Guiding Children to Observe - The teacher led the children to the classroom window or outdoors to observe the color change of the leaves. He asked the children,"Children, look at the leaves. What's the difference?" Lead the children to discover the phenomenon of the leaves changing color, such as turning yellow, turning red, etc., leading to the autumn season. 2. Picture book import - The teacher took out the picture book "The Autumn of Harvest" that she had prepared. She showed the cover and asked the children,"Children, what do you see on this cover?" Guide the child to observe the autumn elements in the picture, such as ripe fruits, golden rice fields, etc., to stimulate the child's interest in the picture book story. ###(2) Picture Book Reading and Explanation 1. The teacher began to read the picture book - During the reading process, he would ask questions and explain the elements in the picture. For example, if you turn to a picture of a farmer harvesting rice, the teacher can ask,"Children, look at what these uncles and aunties are doing. Why are they doing this?" Lead the child to think and answer, so that the child knows that autumn is the season to harvest rice, this is the harvest. - When the teacher turned to the picture of the fruit hanging on the branches in the orchard, the teacher picked up an apple model or a picture of an apple and asked the child,"What is this red and round one? Do you like apples?" Then, the children would observe the appearance of the apple in the picture book and feel the ripening of the fruit in autumn. 2. interactive session - After reading a few pages, the teacher could stop and let the children share what they saw with each other, encouraging the children to describe it in simple language. For example,"You can tell the child next to you what special things you saw in the picture book?" ###(3) Deep Understanding 1. watch video - The teacher played the prepared autumn video of the bumper harvest. The video content could be scenes of farmers harvesting various crops in the farmland, people picking fruits in the orchard, and so on. After watching the video, the teacher asked,"Children, you've seen so many autumn harvests in the video. Do you know how these harvested fruits and crops come about?" Guide the children to think about the hard work of the farmer uncle, such as sowing, watering, fertilizing, de-worming, and so on. 2. panel discussion - Divide the children into small groups and let them discuss the autumn harvest they saw in the picture books and videos. They also discussed what would have happened without the hard work of the farmer uncle. The teacher went around the groups listening and giving appropriate guidance. ###(4) Outreach Activity 1. hand-made - The teacher provided the children with drawing paper, colored pens, scissors, glue, and other materials to let the children create a work about the autumn harvest. He could draw a scene of the autumn harvest in his mind, or he could cut out various fruits and crops with colored paper and paste them on the drawing paper. - In the process of children's creation, teachers encouraged children to use their imagination and use materials boldly. They also guided children to use scissors and glue correctly and pay attention to safety. 2. role play - Create a small farm scene and provide some crop models or simple props. The children were asked to play the roles of farmers and fruit farmers to simulate the scene of autumn harvest. In the process of role-playing, let the children experience the joy of harvest and the meaning of labor. ###(5) Summing Up and Ending 1. Exhibition and sharing of works - Please show your hand-made works and introduce them to everyone, such as "I drew a farmer harvesting corn. The corn is tall and golden". 2. Teacher's summary - The teacher summarized the activity and emphasized that autumn was the season of harvest. The farmers worked hard to get these results, so we should cherish food and love nature. Finally, they would show the picture book again and review the wonderful scenes in the picture book with the children, ending the teaching activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Rainbow fish hide-and-seek picture book teaching plan middle class
The following is a lesson plan for the middle class of the Rainbow Fish Hide and Seek picture book: ##1. Teaching objectives 1. Let the children understand the story of "Rainbow Fish Hide and Seek" and feel the friendship and fun of the game in the story. 2. Teach children to understand that winning or losing in games is normal. Don't be discouraged even if you lose. Learn to accept it. 3. Children are encouraged to actively participate in class discussions and express their thoughts and feelings boldly. ##2. Difficulties in Teaching ###(1) Teaching Focus 1. Help children grasp the main plot and core ideas of the story. 2. To guide children to correctly treat winning and losing in the game. ###(2) Difficulties in Teaching 1. How to let children deeply understand the meaning of winning and losing through stories. 2. To motivate children to actively share their experiences of winning and losing in class. ##3. Teaching Method Teaching method, discussion method, and scene teaching method. ##4. Teaching preparation 1. Rainbow Fish Hide and Seek. 2. It was a powerpoint related to the story of the picture book. 3. Small prizes (such as small posters). ##5. Teaching process ###(1) Introduction (3 minutes) 1. Show the picture of the rainbow fish and ask the children if they know this character and if they have read the story about the rainbow fish. 2. This led to the story of "Rainbow Fish Hide and Seek". ###(2) Storytelling (10 minutes) 1. He opened the PowerPoint and told the story page by page according to the content of the picture book. 2. During the story, pay attention to the interaction with the child. For example, ask the child if he thinks the rainbow fish can find other small fish and guide the child to pay attention to the development of the story. ###(3) Story Discussion (12 minutes) 1. After the story, ask questions to guide the children to discuss. - How did the rainbow fish feel when they couldn't find Xiaoyu at the beginning? - When the little blue fish found the rainbow fish and the rainbow fish felt that it was unfair, what did the other small fish say? - Why was the rainbow fish angry? Was he doing the right thing? - When we usually play games, are there any situations where we can't afford to lose like the Rainbow Fish? If there was, what should he do? 2. Children were encouraged to speak actively, and small prizes were given to children who answered well. ###(4) Game Experience (10 minutes) 1. The children were organized to play a simple game of hide-and-seek. 2. At the end of the game, guide the child to share his feelings in the game, especially when he lost or won. ###(5) Summing Up (5 minutes) 1. He summarized the story of "Rainbow Fish Hide and Seek" and emphasized the positive attitude of the rainbow fish when they finally realized their mistakes and rejoined the game. 2. Once again, it was normal for children to win or lose in the game. The important thing was to enjoy the game and get along well with their friends. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The design intention and reflection of the picture book story teaching plan of healthy diet in the middle class
The following is a picture book about healthy eating in the middle class. ##1. Design Intent 1. ** Cultivate health awareness ** - Middle-class children were in the stage of rapid physical development, and a healthy diet was crucial to their growth. Through the vivid image of the story, it could directly convey the knowledge of healthy eating to children, let them understand the impact of different foods on the body, and thus cultivate the awareness of healthy eating. 2. ** Interesting Guide ** - Picture books usually had rich pictures and interesting plots that could attract children's attention. Presenting the content of healthy eating in the form of a story could stimulate children's interest more than simple preaching, making them more willing to take the initiative to participate in learning. 3. ** Habit Formation ** - The children in the middle class began to form their own eating habits. This period was the key period to guide them to develop good and healthy eating habits. Using the role models or negative examples in the story of the picture book, children could be guided to recognize the disadvantages of bad eating habits such as picky eaters and partial eaters, and then encourage them to develop good eating habits. ##2. Teaching Plan ###(1) Activity Target 1. Children can understand the content of the picture book and know the importance of a healthy diet. 2. Able to identify the healthy and unhealthy foods in the story, and tell the effects of eating different foods on the body. 3. Guide children to develop healthy eating habits that are not picky with food, not partial to food, and eat regularly and in a fixed amount. ###(2) Event preparation 1. Choose a picture book with a healthy diet theme suitable for middle-class children, such as There's a Train Station in My Stomach. 2. Prepare pictures or physical models related to the food in the story, such as vegetables, fruits, bread, candy, etc. 3. Create a simple card that categorized healthy and unhealthy foods. ###(3) Activity process 1. lead-in portion - Show pictures or physical models of food to guide children to say what they like and dislike, stimulate children's interest, and draw out the story of the picture book. 2. story telling - The teacher vividly narrated the story of the picture book, asking questions at the right time during the narration, guiding the children to pay attention to the food in the story and the physical condition of the characters. For example,"The little protagonist in the story ate a lot of candy. What happened to his stomach?" 3. interactive session - Show the picture or model of the food again and let the child classify it into healthy food and unhealthy food, and explain the reasons. - The children were divided into groups to classify the food on the cards into healthy and unhealthy categories to see which group was fast and accurate. 4. summary section - The teacher summarized the key points of a healthy diet, such as eating more fruits and vegetables, eating less sweets and fried food, and emphasized the importance of developing healthy eating habits. ##3. Reflection 1. ** Success ** - From the perspective of children's participation, the teaching method of using picture books as a carrier was very popular among children. In the storytelling and interaction sessions, the children showed high enthusiasm, actively answering questions and participating in the classification game, indicating that this method could effectively attract the attention of children and stimulate their interest in learning. - In terms of knowledge transfer, children could basically understand the concept of healthy diet. Through the classification and explanation of food, most children could identify healthy food and unhealthy food, and tell the effects of eating different foods on the body, achieving the expected teaching goal. 2. ** Inadequacies ** - During the activity, it was found that although some children could correctly classify food, they might still be picky in real life. This meant that there was a need to further strengthen the link between theory and practice in teaching, such as adding more guidance on how to develop healthy eating habits in daily life. - For children with weak comprehension ability, they might have difficulty understanding the questions during the story-telling process. In the future, they could adjust the way and difficulty of the questions and use simpler and more specific questions to guide these children to participate in the activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Language hen and apple tree middle class teaching plan
The following is a lesson plan for the middle class of The Hen and the Apple Tree: ##1. Teaching objectives 1. Understand the main plot and clues of the story, learn the dialogue of the characters, and know how to use your brain when encountering problems. 2. He could imagine and speculate according to the content of the picture, and boldly express it in a more complete and coherent language. 3. He knew how to protect himself. ##2. Teaching preparation 1. Coursewares, story headdress, etc. ##3. Teaching process 1. ** Set suspense, stimulate speculation and imagination ** - The teacher asked the children to guess: An apple tree suddenly grew out of the hen's house, and the apple tree grew ears, mouth, and tail, turning into a big bad wolf. Why? 2. ** Play teaching resources, guide children to observe the images, make bold guesses, and explain the contents of the images ** - ** Figure 1 Observation ** - Guide the child to observe and think: What did the hen find? What was the expression on its face? Why did he have such an expression? - Teacher's summary: The hen stared with her eyes wide open and her mouth wide open. She felt very strange. There was no apple tree in front of the door. Why did it suddenly grow out? - ** Figure 2 Observation ** - Guide the child to observe and answer: A gust of wind blew, and a few leaves fell from the apple tree. What appeared on the apple tree? Whose ear do you think it is? What would the hen say when she saw the ears on the tree? What would the apple tree say? - Teacher's summary: The hen said,"That's strange. I've never seen an apple tree with pointy ears." The apple tree said," Our apple trees are like this sometimes." - ** Figure 3 Observation ** - Guide the child to observe and tell him that there was another gust of wind blowing and that something strange had happened on the apple tree? What kind of mouth was this? Whose mouth could it be? What would the hen say? What would the apple tree say? - ** Figure 4 Observation ** - Enlighten children to think: What changes have happened to the apple tree? What does this tail look like? What would the hen say when she saw this fluffy tail? What did the apple tree say? - ** Comprehensive discussion ** - Guide the children to discuss and guess, encourage the children to imagine boldly, speak their own ideas, and confirm the children's answers in time. Question: Do apple trees grow ears, mouths, and tails? Was this a real apple tree? Why? Do you have any way to make the apple tree reveal its true form? - ** Figure 5 Observation ** - Guide the child to observe and tell him what the good idea the hen came up with was? What was the ending of the story? 3. ** Children read the Hen and the Apple Tree by themselves and read the content of the picture ** 4. ** The teacher tells the story in its entirety, guiding the child to think and understand the wisdom of the hen ** - Question: Why did the big bad wolf dress up as an apple tree? How did the hen see through the big bad wolf's trick? What does this story tell us? - Teacher's summary: When you encounter strange things, you must use your brain to think clearly and see clearly. Don't be easily fooled. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>