kindergarten class, language, catching dragonflies
The following is related to the kindergarten language, Catching Dragonflies: ##1. Activity Target 1. ** Voice practice ** - Ask the child to correctly pronounce the words "Tian, Ling, Zhuo, Dragonfly". For example, in the teaching process, the teacher would lead the child to recite the children's songs many times, focusing on letting the child practice the accurate pronunciation of these words. 2. ** Imitation of Sentences ** - Learn the short sentences of "××, ×× fly, fly" and imitate them. For example, when organizing children to discuss which animals or insects were flying in the sky, they were guided to use this short sentence to express themselves, such as "Pigeon, pigeon fly, fly" and so on. 3. ** Ability and Habit Cultivation ** - To cultivate the agility of the children's movements, the children who played the dragonfly in the game had to quickly retract their index fingers, and the children who played the net had to quickly catch the dragonfly, which had certain requirements for the children's reaction speed. - Cultivate the good habits of children to abide by the rules of the game. For example, everyone should recite children's songs together during the game, and children who play nets and dragonflies should play the game according to the prescribed movements. - If the child is willing to act out simple storylines, the child can play the roles of the net and the dragonfly to interact with the game. - To participate in reading and discussion, to experience the strangeness and humor of the story, to get a preliminary understanding of the protagonist's personality characteristics, and to further stimulate interest in reading books. ##2. Event preparation He needed to prepare a flying dragonfly as a teaching aid. This teaching aid could play a role in attracting children's attention during the teaching process. For example, the teacher could recite the children's song while shaking the flying dragonfly teaching aid, thereby arousing the interest of the children and allowing the children to better enter the game situation. ##3. Activity 1. ** Introduction Stage ** - The teacher aroused the interest of the children by chanting the children's song while shaking the flying dragonfly teaching aid. Then, he led the children to learn to recite the game songs, focusing on the pronunciation of the words "Heaven, Spirit, Catch, Dragonfly", so that the children could basically understand the content of the game. 2. ** Inspiration segment ** - The teacher raised questions such as "how to catch dragonflies and what to use to catch dragonflies" to inspire the children to use their palms as nets and their fingers as dragonflies to carry out game activities. 3. ** Explanation of rules ** - To introduce the rules of the game to the children: - The child playing the net had to stretch out his palm, palm down. The child playing the dragonfly had to touch the net with his index finger (i.e., palm). During the game, everyone had to recite nursery rhymes. - After the children's song was finished, the child playing the dragonfly had to quickly retract his index finger, and the child playing the net caught the dragonfly. - The captured child must say the short sentence "××, ×× fly, fly". If the answer is correct, the child playing the net will exchange roles with the child and everyone will play the game of "catching ××" together. If several children were caught at the same time, one child could be invited as a representative; if no child was caught, the game would continue. 4. ** Knowledge expansion and preliminary game segment ** - First, organize a discussion for the children to enrich their knowledge and experience about the game. For example, the teacher asked,"What other animals or insects are flying in the sky?" Guide the child to say pigeons, wild ducks, swans, geese, mosquitoes, flies, butterflies, bats, etc., and ask the child to use short sentences such as "××, ×× fly, fly" to express it. - Then, the teacher played the net and asked the children to play the game with the teacher 2 - 3 times. 5. ** Independent game segment ** - First, organize the children to play games in pairs with the children next to them, so that the children are familiar with the game. Then, a pair of children would be invited to perform once, and the teacher would give a simple evaluation of the game. - Finally, the children were divided into several groups, and the teacher first appointed a child to play the net. Before the game activity, the teacher reminded the child to abide by the rules and negotiate and interact with his peers to make the game activity more enjoyable. Read more exciting novels for free
The language activities of the kindergarten class came to reflection
The following is a reflection on the language activity in the kindergarten class: - ** Achievement of goals and educational significance **: - From the perspective of language ability cultivation, using stories to teach and letting children learn to talk through stories would help develop children's language ability. For example, in the process of telling a story, the teacher used exaggerated body language and rich expressions to show the story vividly. This provided a vivid scene for the child to learn the language. The child could listen attentively and perform well in the story retelling and acting. This reflected the achievement of the teaching goal of language ability cultivation. - In the sense of moral education, this story teaches children to think about or go to the field to see anything they hear or encounter. Don't panic, ask and understand before taking action. - ** Teaching Method **: - Using the "gudong" sound to stimulate the child's exploration and curiosity was a more ingenious way of introduction. Then, using the little rabbit personification and powerpoint to tell the story, it was in line with the child's cognitive characteristics and could attract the child's attention. - In the story telling, the teacher used expressions and movements to enrich the teaching content, which played a supporting role in the language expression of the small class children. For example, in the section narration, he would perform expressions and actions on the basis of learning the dialogue to enrich the content. - However, there were still some shortcomings in mobilizing the enthusiasm of the children. There were not many children who actively participated in the language activities in the future. They needed to fully mobilize the enthusiasm of the children and provide them with a language environment and space that they wanted to say, dare to say, and like to say. - ** Course design **: - The design of the curriculum needs to be improved. According to the relevant requirements (such as the requirements of the kindergarten leader training and the "outline"), each link should be designed with special teaching methods. Don't be too anxious. Only in this way can a good language class be presented and bring fun and knowledge to the children. The reflection after the teaching activities should also encourage teachers to carefully and repeatedly review their own curriculum when designing the curriculum in the future. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The process of the kindergarten language field open class
The kindergarten language field public class process generally included the following parts: ** I. Pre-class preparation ** 1. ** Event Selection ** - Paying attention to the operation of the activity content was an important factor in the success of the public class. - The primary and secondary structure of the activity class should be clearly defined. It should be divided into the beginning, the basic, and the end parts. The time for each part should be allocated reasonably. The key points should be clearly grasped, and the achievement of the activity goal should be paid attention to during the activity process. 2. ** Part of the import ** - The introduction method must be novel, able to attract the attention of the children and stimulate their interest. 3. ** Basics ** - Each link was closely connected, the language was coherent, the process was clear and met the relevant requirements (such as the requirements of the Guide). - It was necessary to include a game segment because the kindergarten curriculum mostly used games to achieve the teaching goal. Games could understand the children's acceptance ability. 4. ** End ** - Pay attention to the sorting and summary of the course content by the teacher and the child. At the same time, pay attention to the improvement of the activities. ** 2. In-class implementation ** 1. ** Beginning (with different public lessons as examples)** - The topic could be introduced through conversation. For example, in an open class related to fruit picking, the teacher would use the fruit picked by the child as the topic and ask the child how to pick chestnuts. Or, it could be introduced through the creation of a situation. For example, in an open class related to the moon, the teacher would lead the child to dance "Fishing Story" into the venue. Then, by asking about the things used for fishing, the teacher would introduce the moon in the sky that looked like a fish hook, and then the poem would be introduced. 2. ** Basics (with different public lessons as examples)** - If it was a story lesson, the teacher could first play the relevant music or show part of the content to let the child experience the story. For example, in the "Star Fishing" public class, the teacher first played the music to let the child know the name of the poem and the initial feeling of the content; then the teacher showed the wall chart and recited the content to let the child further understand the content, and the child followed the teacher to recite. In the picture book story class, the teacher could guide the children to guess the plot of the story. For example, in the open class of "The Big Tree Shakes," the teacher asked the children to guess what would fall from the tree when the animals shook the tree. The children were encouraged to use short words and short sentences to describe the observed content and express their guesses and imaginations. - If it was an open class on understanding the story content, the teacher could let the children sort out the story through observation, games, etc. For example, in the open class of "Who is more capable?", the teacher let the children sort out the plot through guessing and observation, and develop their oral expression ability and thinking judgment ability. 3. ** Ending (Using different public lecture examples)** - They could sort out and summarize the story together, such as the content and reason of the story. For example, in an open class on children's dental health, the teacher might summarize the methods mentioned by the child to make the teeth fall out. He could also improve the course. For example, in the poetry public class, he mentioned that poetry could become a finger game to be played next time. ** III. Reflection after class ** - Teachers should pay more attention to reflection and analyze the shortcomings of this lesson. They can also ask experienced teachers for advice. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Fangcao education kindergarten big class language expression
The following are some suggestions for the language of the kindergarten class: ##I. Consider the language development characteristics of children in the first class 1. ** Language structure and vocabulary ** - Children in the upper class (4 - 5 years old) were in the transition stage from simple sentence structures to complex grammar structures, and their vocabulary was growing rapidly. Teachers could further expand children's vocabulary through a variety of activities, such as constantly introducing new vocabulary when telling stories, explaining and repeating them, so that children could memorize new vocabulary on the basis of understanding. 2. ** The relationship between thought and language ** - At this stage, the child's thinking began to change from concrete images to abstract logic. Teachers can take advantage of this feature to adopt a more logical approach to language teaching. For example, when telling a story, organize the content according to a certain order (such as temporal order, causality, etc.) to guide the child to understand and learn to express his thoughts with similar logic. ##2. Use modern technology 1. **AR technology inspires interest ** - Using AR technology, voice recognition software, etc., to integrate learning into fun digital games. For example, they could carry out activities similar to the intelligent classroom game, the kindergarten picture book story role-playing game. Children could choose the picture book story, create the character image and record the voice, and gather the individual expression into a group experience. This way, it could satisfy the curiosity of children and promote the development of language skills. 2. ** Picture, sound, 3D language input ** - Using equipment such as the 3D holographic voice game display cabinet in the smart kindergarten, the stories that children liked to hear and listen to were three-dimensional. Use advanced language and sentence patterns to express pictures, storylines, and other standardized language to improve children's ability to use language. ##3. Teaching Methods and Activity Organization 1. ** Reading Comprehension Activity ** - They could carry out reading comprehension activities like the story teaching of "Grandpa North Wind and Grandpa Sun". By showing pictures and asking questions, the children were guided to understand the content of the story and encouraged to express their views in clearer language. For example, when telling the story, set up more questioning sessions to inspire the children to associate the story plot and the character's mentality, and then let the children try to express their own ideas. 2. ** Create communication opportunities for children ** - To create conditions for children to communicate freely. For example, a special communication time or area was set up in the park. Children could communicate on topics that they were interested in, such as sharing their toys and telling about their family affairs. 3. ** Teacher's Guiding Function ** - Teachers should learn to listen to children. When children interrupt or share their own things, patiently listen to them. At the same time, teachers should communicate more with children and choose topics that interest them from the perspective of children. For example, let children talk about what they see or think according to different pictures, and encourage and praise children's expressions to enhance their self-confidence and promote the development of language skills. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Teaching plan of language earthquake in kindergarten open class
The following is a lesson plan for a kindergarten public class on language earthquakes: ** 1. Teaching objectives ** 1. Let the children understand the natural phenomenon of earthquakes and its possible dangers, such as the collapse of houses, casualties, etc. 2. Guide children to master the basic self-rescue methods in earthquakes and improve their self-protection awareness. 3. Through language expression and communication, develop children's oral expression ability. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Let the children understand the concept of earthquakes and its dangers. - Teach children the correct way to save themselves in an earthquake. 2. ** Difficulty ** - How to let children calmly use the self-rescue methods they learned when they encounter the danger of an earthquake. ** 3. Teaching preparation ** 1. Pictures and videos of earthquakes, such as houses shaking and collapsing when the earthquake occurred, and people escaping in panic. 2. Simple props to simulate earthquake scenes, such as small house models, dolls, etc. ** 4. Teaching process ** #(I) Introduction (3 - 5 minutes) 1. Showing pictures of the ruins after the earthquake to attract the attention of young children. The teacher said,"Children, I'm going to show you some special pictures today. What's wrong with these houses? This is the scene after the earthquake. Do you know what an earthquake is?" #(2) Knowledge explanation (10 - 15 minutes) 1. Simple explanation of earthquakes The teacher said,"An earthquake is when the earth under our feet suddenly shakes, just like the small table we are playing with is suddenly pushed by someone." It's a natural phenomenon. It's because the power inside our Earth has changed the crust. Just like how children build blocks, when the blocks are not stable, the ground will sometimes shake." 2. Explain the dangers of earthquakes Play a video of an earthquake (the video includes images of collapsed houses, damaged roads, people panicking, etc.). After the video is played, ask the children what they saw. Then the teacher concluded,"When the earthquake comes, the houses may collapse and crush people under them. The roads will break down and people's cars will not be able to drive. There may also be a fire or flood, which will cause many people to be injured and have no place to live. It is very dangerous." #(3) Self-rescue explanation (10 - 15 minutes) 1. indoor self-rescue - He used a model of a house to demonstrate the situation inside the house when the earthquake occurred. The teacher said,"If we are in the house when the earthquake happens, we can't run around." If we can quickly run to an open space outside, like a playground or a park, then run out quickly. But if we can't get out in time, we can hide under the table or in the corner. Look, like this (putting the mannequins under the table and in the corner), the table and the corner can protect us like small shields from falling things. Also, don't hide next to the window or under the chandelier, because the window glass might shatter and the chandelier might fall and hit us." - Let the child repeat the indoor self-rescue method that the teacher said to deepen the memory. 2. outdoor self-rescue The teacher said,"What if we were already outside when the earthquake happened? At this time, we have to stay away from tall things like houses, trees, and utility poles. We have to run to an open place, then hold our heads with our hands and squat down like this (the teacher will demonstrate the correct posture). This way, we can protect ourselves from being hit by things." #(4) Scene simulation (10 - 15 minutes) 1. group simulation Divide the children into small groups and use the simulation props to simulate the earthquake scene. One group of children acted out the situation indoors, while the other group acted out the situation outdoors. The teacher issued an "earthquake" instruction, asking the child to act according to the self-rescue method he had learned. 2. Post-performance evaluation After each group performed, the teacher evaluated the children's performance, pointed out the correct places and areas that needed improvement, and emphasized the key points of earthquake self-rescue again. #(5) Summing up (2 - 3 minutes) The teacher said,"Today, we learned about the terrible natural phenomenon of earthquakes. We also learned what we should do to protect ourselves when an earthquake comes. Children, remember, if you really encounter an earthquake, don't be afraid. Protect yourself according to the method we learned today. When you get home, you can tell your parents about this." <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The sweet agreement in kindergarten language, reflection after class
The following is a possible after-class reflection on the kindergarten's Sweet Promise course: ** 1. Reflection on the achievement of the goal ** 1. ** Awareness goal ** - In terms of letting the child understand the relevant content through the story, if the child could better understand the plot and the relationship between the characters in the story, for example, it was clear that Xiao Kui could not go to her grandmother's house because she was preparing to go to primary school, it meant that the cognitive goal was achieved. However, if the child had more confusion or misunderstanding when answering questions about the story content, it might be because there was a lack of guidance or the question setting was not clear enough. 2. ** Ability Target ** - [Listening ability: You can judge from the child's concentration on the story in class and the response to the teacher's questions.] If the child can actively answer questions and the answer shows that they have heard the story accurately, then it is effective in the development of listening skills. On the other hand, if the child often does not answer the question or shows distraction, he needs to think about how to improve the teaching method to improve the child's listening ability, such as whether to use a more vivid way of telling or to increase the interaction. - ** Expressiveness **: This will be assessed through the completeness and accuracy of the child's answers to the questions. If the child could use his own language to tell the main plot of the story and express his views on the characters in the story, his ability to express himself would be trained. If the child's expression was unclear or lacked vocabulary, it might be necessary to increase vocabulary accumulation and expression practice activities in future teaching. 3. ** Emotional goal ** - Observe the child's attitude towards the gifts in the story and the subsequent activities (such as the attitude towards their own items when writing a summer vacation plan). If the child shows that he cherishes the gifts and knows how to cherish his own things, the emotional goal is basically achieved. If the child did not show a sense of cherishing the item, it might be that the emotional guidance was not deep enough. For example, he could emphasize the intention of his grandmother to give gifts in the story. ** 2. Reflection on the teaching process ** 1. ** Introduction Stage ** - If the questions related to the summer vacation could arouse the interest of the children and make them actively participate in the discussion about the story, then the introduction was successful. However, if the child's response to the summer vacation was cold, it might be necessary to change the import material to something more attractive. For example, it could start with the kindergarten life scene that the child was familiar with or interesting small objects. 2. ** Storytelling segment ** - ** Segmented narration **: This method helps children gradually understand the story. However, if the paragraph division is unreasonable during the narration, it will cause the cohesiveness of the story to be destroyed and affect the child's understanding. It needs to be adjusted. At the same time, if the questions were too simple or too complicated, it would not be conducive to the child's understanding of the story. If the question was too simple, it would not stimulate the child's thinking. If it was too complicated, it would cause the child to feel frustrated. - ** Complete Perception Stage **: It is a good way to deepen the child's understanding by letting the child listen to the story again through the recording. However, if the child's attention began to be distracted during this segment, it might be because the previous narration had already made them lose their sense of novelty, or the recording method was not vivid enough. You can consider using the teacher to explain vividly again or with simple animation to increase the interest of the children. 3. ** Sequel story segment ** - If the child showed a rich imagination, actively participated in and made up a reasonable plot during the continuation of the story, it meant that the design of this segment was successful. However, if the children were generally at a loss or the plot they made up lacked logic, it might be that the previous story did not give the children enough inspiration, or the children lacked relevant life experience. Some similar creative inspirational activities could be added to future teaching. ** 3. Reflection on teaching methods and materials ** 1. ** Teaching Method ** - In the entire teaching process, if a variety of methods such as conversation and questioning were used, it was necessary to consider whether each method achieved the desired effect. For example, whether the conversation method allowed the child to fully express his thoughts, and whether the questioning method could guide the child to think deeply. If a certain method didn't work well, he needed to think about how to improve or replace it. 2. ** Teaching Materials ** - Books and pictures for children were suitable if they could help children understand the story. However, if they found that the pictures were not vivid enough or the content of the children's books was not easy to understand, they would need to re-select or create teaching materials that were more suitable for children. For example, you could add colorful and vivid pictures, or simplify the content of the children's book into a more understandable form. ** IV. Reflection on Individual Changes in Young Children ** - Pay attention to the performance of different children in class. Some children may be active in all aspects, while others may be shy or have poor comprehension. For active children, more expansion tasks could be given to further enhance their abilities. For children who were shy or slow to understand, more attention and individual guidance should be given in future teaching, such as one-on-one interaction or reducing the difficulty of the questions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Language case in kindergarten class, everyone tells stories together
Alright, let's start telling stories together! Once upon a time, there was a little boy who lived in a small village. He liked to play with his friends and especially liked to tell stories. One day, all his friends went home and he was left alone. He wanted to continue playing with them, but he didn't want to tell the story alone, so he began to think of a story. He thought of a short story called " Little Bunny Looking for Mommy." The little rabbit was a very smart and brave child. He wanted to find his mother. He started to look around, but he couldn't find his mother. He cried sadly, but he didn't want to be so sad, so he decided to continue searching. In his search, he met a kind fox who told him that his mother was in the nearby forest. The little rabbit was very grateful for the fox's help and began to walk towards the forest. In the forest, he met his mother, who was very happy to see him because he had found her. The little rabbit and his mother played many interesting things together and had a wonderful night. From then on, the little rabbit never left his hometown because he knew that his mother was there. This story tells us not to be afraid when we encounter difficulties, but to face them bravely. At the same time, we should also be willing to help others, especially those who need our help.
Reflection on the language mushroom picking activity in the middle class of kindergarten
Success of the teaching: The introduction of the game of Mother Bunny taking the baby to pick mushrooms can quickly attract the child's attention and interest, stimulate the child's enthusiasm for participation, close the distance between the teacher and the student, create a relaxed and harmonious atmosphere, and make the child quickly enter the role to achieve the warm-up effect. In the mushroom recognition segment, most of the children were able to immerse themselves in the role, focus their attention, and be highly motivated. Through the operation of the teaching materials, the children could use all their senses to participate in the activity. Most of the children were able to name their favorite mushrooms. Mushroom picking was the practical application of children's knowledge. Children were highly motivated and interested. Modifications: 1. In the mushroom recognition segment, the children who had strong language skills and knew some common mushrooms could talk about them first, and then the teacher would talk about them. 2. During the discussion session, the children with strong and poor communication skills should be matched. 3. In the mushroom picking segment, due to the enthusiasm and interest of the children, the order of the group game needed to be further standardized. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
My childhood in kindergarten, language lesson plan, middle class
The following is a lesson plan for the middle class: ##1. Activity Target 1. Children are encouraged to boldly express their childhood experiences, feelings, and preferences to improve their language skills. 2. Through recalling interesting childhood events, children's memory and imagination are developed. 3. Guide children to experience the joy of childhood and stimulate positive emotions. ##2. Event preparation 1. Collect some childhood photos of children (if possible, you can collect them from parents) and make them into simple slide shows or photo albums. 2. Drawing paper, colored pens, etc. 3. Small Stickers (used to reward children). ##3. Activity ###(1) Introduction 1. Play soft childhood-themed music (such as "childhood") to create a warm atmosphere and attract children's attention. 2. A slide show or photo album that shows a child's childhood photos. The teacher can introduce the child in the photo while showing it. For example,"Look, this is Xiao Ming from our class. He's smiling so happily. At that time, he had just learned to walk." Then, he asked the children how they felt after seeing the photos and guided them into the topic of childhood. ###(2) Main Part 1. Sharing childhood stories - The teacher first told an interesting story from his childhood. For example,"When I was young, I liked to catch dragonflies in the summer." He was running around in the grass with a small net, and every time he caught a dragonfly, he was very happy." - Children were encouraged to raise their hands and share their childhood stories. Teachers can guide children to talk about different aspects, such as family life, outdoor activities, and playing with friends. When children share, teachers should listen carefully and give timely responses and guidance, such as adding some details or asking some related questions to help children express themselves more completely. 2. My childhood preferences - Show some pictures related to common childhood activities, such as playing with toys, eating snacks, watching cartoons, etc. - The teacher asked,"Children, what did you like to do the most in your childhood?" Do you want to play with toys like in the picture, or do you want to do something more interesting?" Guide children to discuss their preferences and encourage them to say why they like it. 3. My childhood dream of painting - The teacher gave each child a piece of paper and colored pens. The teacher said,"There are many beautiful things in our childhood. Have the children thought about what they want to do when they grow up?" Now, draw out your dreams." - During the process of children's painting, the teacher would patrol and guide them, encouraging them to create boldly and describe the contents of their paintings in simple language. ###(3) End 1. Preschoolers - Ask the children to show their paintings one by one and tell everyone about their dreams in the paintings. - The other children should listen carefully, and the teacher should guide the children to give applause and encouragement to the children who showed up. 2. Summing Up and Rewards - The teacher gave a brief summary of the activity, emphasizing the beauty and uniqueness of childhood. - Children who actively participated in sharing and drawing were rewarded with small sticker. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Language expression in kindergarten, small class, ticking, ticking, teaching plan
Teaching plan content: Language expression in kindergarten, small class, ticking, ticking, teaching plan Target: Through games, children can learn language and social skills to improve their language skills. Materials: 1. Coursewares and pictures. Picture descriptions. There are text descriptions on the pictures. toys and games provide many ways for children to practice language and social skills. Steps: 1. Prepare a class and pictures to describe the situation and role. 2. Prepare toys and games to provide many ways for children to practice language and social skills in the game. 3. The teacher leads the children to play games to guide the children to communicate through language expression and social skills. 4. Teachers should adjust and guide the children according to their progress to help them master the game skills better. Main point: 1. Let the children practice their language skills through practical communication and games. 2. Guide children to learn how to listen and express, and cultivate children's social skills. 3. Let the children learn to develop their imagination and creativity in a pleasant atmosphere. Difficulties: 1. Let the children learn to listen and express their social skills. 2. Let the children practice their language skills in the game to improve their self-confidence. Effect: Help children learn language expression and social skills to improve their language expression ability. 2. Help children cultivate a pleasant learning atmosphere and increase their interest in learning. 3. Help children develop their imagination and creativity.
Middle class language lesson plan kindergarten is also my home
The following is a language lesson plan for the middle class," The kindergarten is also my home ": ** 1. Teaching objectives ** 1. To be able to recite children's songs with the teacher and feel the joyful emotions of the children's songs. 2. She liked kindergarten and felt that it was also a child's home. 3. He felt the rhythm of children's songs and liked to recite them. ** 2. Teaching preparation ** 1. Two cardboard boxes. 2. Baby, Daddy, and Mommy's dolls. 3. Teaching PowerPoint and classroom. ** 3. Teaching Points and Difficulties ** 1. ** Main point ** - Follow the teacher to recite the children's song and feel the happy emotions of the children's song. 2. ** Difficulty ** - She liked kindergarten. ** 4. Teaching process ** 1. ** Create a scenario, draw out the theme ** - Show the doll baby and create a scene of the baby going to kindergarten. Teacher: Today, we have a little guest in our class. Look. Come and greet our little guest! - The teacher played the role of a baby and asked,"Hello, children. My name is Bao Bao. It's a pleasure to meet you all. Today, I would like to invite you all to my house as guests. However, I have two houses. Which one do you want to go to?" All children had a home. Baby said he had two homes. Guess where Baby's other home is? - She took out the cardboard house and her parents 'dolls. - Teacher: This house is my home. I have my parents at home. This other house is also my house. My teachers and classmates are here. - Question: Children, tell me, where is this second house? - [That's right, that's right. The children are really smart.] I have many good friends in kindergarten. I can play games and learn skills with my teachers and good friends. I really like my kindergarten. - Question: Do you like your kindergarten? 2. ** Doll performance, learning nursery rhymes ** - The other home of the baby was his kindergarten. The teacher could further let the child understand the concept of kindergarten as a home through the doll performance. During the performance, the teacher would recite the nursery rhyme, let the child feel the rhythm and joy of the nursery rhyme, and then guide the child to follow the nursery rhyme. Practice repeatedly, let the child gradually become familiar with the content of the nursery rhyme. At the same time, in this process, strengthen the child's understanding of kindergarten as a home and stimulate the child's feelings of liking kindergarten. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>