Preschoolers introduce their class characteristics, lesson plans and reflections
The following is a lesson plan for the first-year children to introduce the characteristics of their class: ##1. Activity Target 1. Guide the children in the upper class to clearly state the characteristics of the class, such as the environment, the relationship between classmates, the characteristics of the curriculum, etc., to train their oral expression skills. 2. Through the introduction of the class characteristics, the children's love for the class and collective sense of honor were enhanced. 3. Cultivate the children's observation and thinking skills so that they can discover the uniqueness of the class. ##2. Event preparation 1. Arrange for the children to observe the classroom environment in advance, such as the decoration of the classroom, the items placed, and so on. 2. Make some cue cards with keywords about the class, such as "good friends,""interesting classes,""beautiful corners," etc. ##3. Activity ###(1) Introduction 1. The teacher and the children sat in a circle and began to talk casually."Children, we study and play in our class every day. Today, we will talk about what is special about our class." ###(2) Main Part 1. Guide the child to introduce the environment - The teacher took out a hint card with the words "beautiful corners" and asked the children,"Children, what beautiful corners are there in our classroom?" Children were encouraged to describe the book corner, plant corner, and other places. For example, there were many interesting storybooks in the book corner, and there were all kinds of green plants in the plant corner. - Then, he guided the children to pay attention to the wall decorations of the classroom, such as whether there were any of their own works displayed on the wall. 2. From the perspective of classmates - Show the "good friend" cue card and ask the child,"Who is your good friend in our class?" Why is he your good friend?" Let the children share examples of friendly interactions with their classmates, such as playing games together, helping each other, etc. 3. Introduction to the course features - Taking out the "interesting lessons" card, the teacher guided,"We have a lot of lessons in the class. Which lessons do you find particularly interesting?" Children might mention that they could draw in art class, sing and dance in music class, and so on. ###(3) Summing Up 1. The teacher summarized the children's answers."So our class has so many special places. There are beautiful corners, good friends, and interesting lessons. Our class is like a big warm family." 2. Children should be encouraged to say,"I love my class." ##IV. Reflection on the Event ###(I) Success 1. The activity was designed to fit the cognitive and expressive abilities of the older children. Through the way of prompt cards, it effectively guided the children to think about the characteristics of the class from different aspects, reducing the difficulty of the children's expression, so that most children could actively participate in the activities and share their own views. 2. During the activity, the child's observation skills were trained. They observed the class environment, the relationships between students, and the content of the course more carefully. This helped children develop good habits of observation. 3. It strengthened the collective sense of honor of the children. Through the description of the characteristics of the class, the children had a deeper understanding of the beauty of the class, thus stimulating their love for the class. ###(2) Deficiency 1. When children introduced the characteristics of the class, some children might not express themselves clearly and completely because of shyness or weak language organization. Teachers could give more guidance and encouragement in this area, such as using guided questions or giving more time for children to think. 2. During the activity, the children would introduce the characteristics of the class according to the teacher's guidance. The space for children to discover and explore on their own could be further expanded. For example, they could let the children freely divide into groups before the activity, discuss the characteristics of the class with each other, and then share them together. 3. In terms of time control, because the children's answers were more positive, the summary was a little rushed. In future activities, he needed to estimate the time of each segment more accurately to ensure that the activities were complete and smooth. Read more exciting novels for free
Small class, strong and optimistic lesson plans and reflections, summary and reflections
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Happy games, lesson plans, reflections on the small class
The following is an example of a reflection on the game lesson plan for a small class: ** I. Reflection on the achievement of teaching objectives ** 1. ** Skill Target ** - If the game lesson plan was designed to train the body movement skills of the children in the small class, such as jumping and balance, it would be better for the children to learn the game. In the actual teaching process, it was necessary to observe whether the children had enough practice opportunities and gradually master the corresponding skills. For example, in a game that included jumping movements, it might be found that some children were unable to complete continuous jumping movements due to their young age and insufficient leg strength. At this time, it was necessary to consider whether the warm-up part of the leg strength was not enough, or the demonstration movements were not clear and accurate enough, causing the child's understanding and execution to deviate. - If the game involves cognitive skills, such as recognizing colors, shapes, etc. It was necessary to consider whether the child could accurately identify the game situation. There may be some interference factors that affect the judgment of the child. For example, in the color recognition game, the surrounding colors are too complicated and distract the child's attention. This requires adjusting the teaching environment or changing the way the game is presented. 2. ** Emotional goal ** - For the emotional goals of training children to actively participate in games and interact with their peers. During the game, some children may be shy and unwilling to cooperate or communicate with other children. This required a reflection on whether the grouping method of the game was reasonable and whether it gave the children enough sense of security to integrate into the game. For example, in a group competition game, some children might not dare to participate because they were afraid of failure. At this time, the rules of the game could be adjusted to emphasize the fun of participation rather than the simple result of the game. ** 2. Reflection on teaching content ** 1. ** Difficulty level of game content ** - The cognitive and physical development of children in small classes was limited. If the game content was too difficult, the child would feel frustrated, and if it was too simple, the child would lose interest. For example, in a role-playing game, if the character's mission and plot were too complicated, the child might have difficulty understanding what he or she was going to do, resulting in the game not being able to proceed smoothly. On the contrary, if the content of the game was just simple repetitive actions, the child might soon feel bored. Therefore, the content of the game had to be carefully designed according to the characteristics of the children in the small class. It had to be in the children's closest development zone. It had to be challenging and could be completed by the children through hard work. 2. ** Interesting game content ** - Young children were often interested in interesting and novel things. If the content of the game was not interesting, such as the game props were not colorful and attractive enough, or the game plot was plain, the enthusiasm of the children to participate would not be high. For example, in a simple game of passing the ball, if the ball was passed mechanically, the child might lose interest very quickly. However, if the passing game was set up as a plot of small animals transporting food, and cute animal headdress and props that simulated food were used, the interest of the children would be greatly increased. ** 3. Reflection on teaching methods ** 1. ** Teacher Guidance Method ** - During the game, the teacher's guidance was crucial. If the teacher guided too much, the child would lose the opportunity to explore and develop independently. For example, in the creative building game, if the teacher directly told the child how to build it, the child would only follow the teacher's requirements and would not be able to use his imagination and creativity. On the contrary, if the teacher gave too little guidance, the child might get lost in the game and not know what to do. Therefore, the teacher must grasp the degree of guidance, use the elicitation guidance method, and stimulate the children's thinking and action through questions and hints. 2. ** Game Organization Form ** - Children in small classes had a shorter concentration time, and the organization of the game should be flexible and diverse. If the game was too long or the organization was simple, the child would be easily distracted. For example, in a large-scale game, children might lose patience because of the long wait. The combination of group games and individual games could be used to allow each child to fully participate, and the rhythm of the game could be adjusted in time to maintain the child's attention. ** 4. Reflection on Teaching Resources ** 1. ** Game Item Usage ** - Game props were an important part of the game lesson plan. If the props weren't prepared enough or were unsuitable, it would affect the effect of the game. For example, in a music game, if the music was too soft or unclear, the child might not be able to accurately follow the rhythm. Or in the craft game, the materials provided were limited, limiting the space for children to create. Therefore, when preparing game items, one had to fully consider the quality, quantity, and adaptability of the items. 2. ** The use of teaching space ** - The layout and size of the teaching venue would also affect the development of the game. If the space was too narrow, children would be restricted when playing games that required space, such as chasing games. If the space was too empty, it might make the child feel insecure. According to the type of game, the teaching space should be used reasonably to create a comfortable, safe and conducive space environment for children to play. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class, strong and optimistic lesson plans and reflections
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Summer diet lesson plans and reflections for the big class
The following is a large class summer diet lesson plan and reflection: ** 1. Teaching plan ** #"Big Class Summer Food" lesson plan ##(1) Activity Target 1. He knew that he could not eat too much cold food in summer and that it was harmful to eat too much cold food. 2. She could name other foods that could replace cold food to relieve the heat. 3. Form a sense of self-protection and eat raw and cold food in an appropriate amount. 4. Cultivate children's self-protection ability and ability to judge things. ##(2) Event preparation 1. Teaching wall chart. 2. Arrange the scene drama before the event. ##(3) Activity 1. ** Activity Introduction: Storytelling ** - Teacher: Summer is here. Qiqi is very happy. He liked summer the most because he could eat all kinds of cold food in summer, but now he didn't dare to eat too much. Why was that? Let's see what's going on. (Watching a melodrama performance) 2. ** Activity: Watch the teaching wall chart ** - Show the pictures and ask the children to look at the pictures in order. - Question: - What kind of food did Qiqi eat in a day? What were the characteristics of these foods? - What happened next? - Where did Mommy take Qiqi? What do you think the doctor will say? What would Qiqi say? - The child observed and explained the pictures one by one. - The teacher guided the child to complete the story: Qiqi ate a lot of ice cream, drank a lot of iced drinks, and ate a lot of iced watermelons. Suddenly, her stomach hurt so much that she couldn't stand it and rolled on the bed. Her mother took Qiqi to the hospital to see the doctor. The doctor said,"Cold food will irritate the stomach and cause acute gastroenteritis." "I won't eat so many cold drinks anymore," Qiqi said. 3. ** Event discussion: How to cool off in summer? ** - Teacher: In summer, everyone likes to eat ice cream, eat iced watermelons, and drink cold drinks. How can I eat them so that I won't get sick? What other foods can help us cool down without making us sick? - Children, please discuss in groups. 4. ** Event summary ** - In summer, you should eat raw and cold food in moderation. At home, listen to adults and eat raw and cold food according to adults 'regulations. The drinks and watermelons taken out from the refrigerator should be left for a while before eating. If you feel very hot, you can drink some mung bean soup or cold water instead of eating cold food. ##(4) Activity Extension Children could come up with a summer healthy eating plan with their parents when they got home. ** 2. Reflection ** 1. ** Strengths ** - The combination of activities and real life could make children feel more realistic. It would make the children who had been tortured by "stomach pain" interested in knowing the real cause of the stomach pain through the things that might happen to them. It would make them consciously resist the things that would cause stomach pain. - Through mutual discussion and communication, the children's ability to communicate with others was trained, and they had a sense of teamwork to solve problems together. 2. ** Inadequacies and improvements ** - During the activity, he did not give enough in-depth discussion and expansion to the unique ideas of the children about the summer food. In future activities, more attention should be paid to the children's personal answers, and creative ideas should be explored in depth to better stimulate the children's thinking ability and desire to explore. - During the introduction of the activity, the performance of the melodrama could be more vivid to better attract the attention of the children. For example, they could add some interesting props or more exaggerated performance movements to make the child more involved in the activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Game lesson plans and reflections suitable for big class life
The following is a lesson plan and reflection example for a large class life game: ##1. Big Class Life Game Teaching Plan: "Little Expert at Shopping in the Supermarket" ###(1) Activity Target 1. Let the children understand the basic process of supermarket shopping, including selecting goods, checking prices, payment, and so on. 2. To train children's calculation ability, they can easily calculate the total price of the purchased goods. 3. Cultivate children's social skills and independence. ###(2) Event preparation 1. In the corner of the classroom, a mini supermarket was set up, with all kinds of goods marked with prices (it could be self-made cards or small toys, etc.). 2. Prepare shopping bags and self-made currency for the child (such as 1 yuan, 5 yuan, 10 yuan, etc. written on the card). 3. There were a number of records. ###(3) Activity process #### 1. to lead The teacher led the children to visit the simulated supermarket and introduced the various products in the supermarket. Just like the supermarket in our daily life, today the children would be small customers to shop. #### 2. Shopping Guide (1) The teacher explained the shopping process: First, you have to choose the goods you need, then look at the price tag of the goods and calculate how much it costs. If the money is not enough, you need to choose the goods again. After choosing the goods, you have to pay at the cashier. (2) Shopping demonstration: The teacher plays the role of a customer and gives a shopping demonstration. He explains while operating, such as,"I want to buy a loaf of bread now. The price of this loaf of bread is 3 yuan. I give the cashier 5 yuan. The cashier should give me back 2 yuan." #### 3. Children's Shopping (1) Divide the children into small groups, and each group will take turns shopping. Each child took their own shopping bags and currency into the supermarket to shop. (2) During the shopping process, the teacher will guide and assist the child, encouraging the child to choose the goods, calculate the price, and pay correctly. #### 4. Record and share (1) After the child has finished shopping, record the name of the product he bought, the price, and the total amount spent on the record form. (2) Ask the children to share their shopping experiences, such as what they bought, how much they spent, and whether they encountered any problems. ###(4) Activity Extension After the event, the children and their parents could go shopping in a real supermarket and use the knowledge and skills learned in the game. ##2. Activity Reflection ###(I) Success 1. The game situation creation is more realistic By setting up a simulated mini supermarket scene, children could intuitively feel the atmosphere of supermarket shopping. This kind of situation teaching helped to stimulate children's interest and participation. They showed a high level of enthusiasm during the shopping process. They carefully selected the goods and calculated the price as if they were really shopping in the supermarket. 2. Better target achieved During the activity, most of the children could understand the basic process of supermarket shopping and had some practice in calculating the total price of goods. For example, in the sharing session, many children were able to accurately state the price of the goods they bought and the total cost, indicating that they had a better understanding of numbers and calculations. At the same time, the interaction between the child and the "cashier"(played by the teacher or peer) also improved the child's social skills. ###(2) Deficiency 1. There is a lack of variety in commodity price settings The price setting of the goods was relatively simple. It was mainly based on the whole number. There was a lack of decimals or more complicated prices. This was not enough to expand the mathematical calculation ability of the children in the first class. In the follow-up activities, he could add some products with decimals in price, such as 1.5 yuan, 2.5 yuan, etc., so that children could be exposed to more mathematical calculation content. 2. Individual children rely on teacher guidance In the process of shopping, some children relied too much on the help of teachers and lacked the ability to think independently and solve problems. In future activities, more encouragement and guidance could be given to these children in advance, so that they had a certain confidence to complete the shopping task independently before the activity. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
National Day activities, lesson plans and reflections, middle class
The following is an example of a lesson plan for a National Day event in a small class: ** 1. Activity Target ** 1. He was getting a taste of the lively atmosphere of the National Day. 2. Willing to participate in National Day related activities with high spirits. 3. He had a simple understanding of the origins of National Day, as well as its full name, date, and meaning. 4. Experience the festive atmosphere. ** 2. Event preparation ** 1. He observed the pictures of the holiday decorations in the kindergarten and on the streets. 2. Everyone had a map of China, a five-star red flag, a picture of people celebrating the National Day, and a CD or picture of the People's Liberation Army parade. ** 3. Activity process ** 1. Conversation Lead-In - Play the plate of the People's Liberation Army military parade, ask the children why there are flowers everywhere, and guide the children to think about topics related to the National Day celebration. 2. Introduction to National Day - Tell the child that it will be National Day in a few days, explain that National Day is the birthday of the mother of the motherland, and let the child learn that October 1st is National Day, the birthday of the motherland. - Guide the children to discuss how they would celebrate the National Day, and then enjoy the pictures of people celebrating the National Day. - Take the children to visit the map of China and get to know the capital and flag of the motherland. 3. Children participate in celebrations - Let the children celebrate the birthday of their motherland in their own way, such as simple singing, clapping, etc. - The children painted and added fireworks to express their celebration of the National Day. 4. summary of an activity - The children's works were given to the motherland as gifts to enhance the children's sense of participation and emotional connection to the motherland. ** 4. Event Extension ** Parents are invited to bring their children out to play during the National Day to experience the happy atmosphere of the National Day. ** Activity Reflection **: Children were young, and their language and actions were not strong. Moreover, due to their lack of knowledge, they only knew that it was a holiday, so they could play. Therefore, when designing this activity, according to the situation of the children, let the children have a preliminary understanding of the "National Day" through watching and listening, and through the children's existing ability, add fireworks, let them participate in the celebration activities, and feel the festive atmosphere. Through this activity, the children got to know about the birthday of the motherland and had a preliminary understanding of the map of China. They knew that the national flag was red and there were "one big star and four small stars". Finally, the children gave gifts to the motherland to express their celebration and pushed the activity to the climax. For the National Day activities lesson plan, you can refer to the following content: ** 1. Activity Target ** 1. He wanted to deepen his understanding of the National Day and understand the importance of the National Day. 2. Able to actively participate in National Day themed activities, such as telling National Day stories. 3. Cultivate love for the motherland and stimulate national pride. ** 2. Event preparation ** 1. Collect storybooks, pictures, and videos related to National Day, such as the founding of the country, the National Day military parade, etc. 2. Prepare some simple handmade materials, such as colored paper, scissors, glue, etc., to make a National Day themed handmade work. ** 3. Activity process ** 1. Story Introduction - Tell the children some simple National Day stories, such as the story of the founding of New China, to arouse their interest. - Through the plot of the story, the children were asked basic questions about the National Day, such as which day the National Day was, etc., to deepen the children's memory of the National Day date. 2. National Day Knowledge Explanation - Combining pictures and videos, he explained in detail the significance of National Day, such as celebrating the founding of the country and showing the prosperity of the country. - Guide the children to observe the National Day elements in the pictures and videos, such as the national flag, national emblem, etc., and let the children describe what they saw. 3. Handmade activities - The children were organized to do hand-made activities on the National Day theme, such as making a national flag. He gave the children colored paper and taught them how to cut out a rectangular flag, then glued the five-pointed star. - During the hand-making process, children were encouraged to be creative. For example, they could add some of their favorite patterns around the flag. 4. festivity - Let the children hold the flag they made and sing the national emblem or perform a simple National Day theme song, such as "I Love Beijing's Tianamen." - Guide the children to share their feelings and thoughts about the National Day. ** IV. Reflection on the event ** Compared to the children in the lower class, the cognitive ability of the children in the middle class had improved. Through various activities such as stories, knowledge explanations, and hand-making, children had a deeper understanding of National Day. In the process of the activity, most of the children could actively participate in all aspects, especially the handmade part. The creativity of the children was brought into play to a certain extent. However, there were also some children who were not skilled enough in the craftsmanship skills and needed more guidance in future activities. At the same time, in the knowledge explanation segment, more interaction questions could be added to ensure that every child could fully understand the meaning of the National Day and better stimulate the children's patriotic feelings. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reading lesson plans and reflections for children in the first class of kindergarten
You have to read the content of the lesson plan and reflect on it for the children in my kindergarten class. Only then can I integrate and polish it according to the requirements. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Summer Physical Education lesson plans and reflections in the middle class
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Various animal puzzles, lesson plans, reflections, middle class
The following is an example of a reflection lesson plan about a puzzle made of various animals: ** 1. Achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - If the goal of the lesson plan included letting the child know different animals, through the jigsaw puzzle, the child could more intuitively touch the animal image during the operation process and strengthen the understanding of the animal's appearance and characteristics. However, there may be situations where some of the animals 'images are similar or the children are unfamiliar with them, making it difficult to distinguish the animals during the puzzle process. For example, some animals that are not common in life or animals that belong to the same species but have slightly different appearances (such as different species of birds) may affect the achievement of children's accurate recognition of animals. - In terms of puzzle skills, middle class children might have differences in fine hand movements and spatial perception. Some children may quickly master the puzzle skills and be able to accurately piece the animal pieces together, but some children may spend more time or fail to complete the puzzle due to insufficient finger flexibility or insufficient understanding of spatial relationships. This suggested that the difficulty level of the puzzle should be increased when designing the lesson plan to adapt to the children of different ability levels. 2. ** Course, Method, and Target ** - In terms of developing children's observation skills, jigsaw puzzles were indeed a good way. Children need to carefully observe the shape, color, and pattern of the animal puzzle pieces to find the right place to join them. However, during the teaching process, it may be discovered that some children pay too much attention to the local characteristics and ignore the whole, resulting in mistakes in the puzzle. This may require the teacher to strengthen the overall observation during the guidance process, such as letting the child observe the complete animal picture before doing the puzzle. - For the cultivation of cooperation ability, if there was a group puzzle in the lesson plan, the children might have different cooperation situations. Some teams might have a clear division of labor and complete the puzzle task efficiently, but some teams might have conflicts because of fighting for puzzle pieces or lack of communication. This reflected that in the design of lesson plans, more detailed guidance was needed for the cultivation of cooperation skills, such as clear rules for group division of labor and strengthening the teaching of cooperative communication skills. 3. ** Emotions, attitudes, goals ** - Judging from the interest of children in jigsaw puzzles, most children may be passionate about animal jigsaw puzzles because the image of animals itself is more attractive to children. However, if the difficulty of the puzzle was too high or the child failed many times in the process, it might dampen their enthusiasm. Therefore, when designing the lesson plan, it was necessary to reasonably grasp the progression of the difficulty of the puzzle to ensure that the child could experience the joy of success in the activity, thereby enhancing self-confidence and love for the puzzle activity. ** 2. Teaching content ** 1. ** Animal Selection ** - The animal species chosen should be representative and diverse. If they only chose common animals such as cats, dogs, rabbits, etc., they might not be able to fully expand the range of children's animal cognition, but if they chose too rare animals, it would bring too much cognitive challenge to children. For example, some endangered animals or animals unique to foreign countries could increase the richness of knowledge, but young children might lack relevant background knowledge and be difficult to understand. Therefore, the choice of animals needed to be balanced between the common and the special, and it could be adjusted according to the child's existing knowledge and interests. 2. ** Puzzle design ** - The number and shape of the puzzle had to match the ability level of the middle class children. If the puzzle pieces were too many or the shapes were too complicated, it would exceed the child's ability to operate and cause the child to feel frustrated. On the contrary, if the puzzle was too simple, it would not achieve the purpose of training the child's ability. In addition, in addition to the clear image of the animal, the design of the puzzle could also consider adding some animal-related background elements, such as the habitat of the animal. This could further enrich the teaching content and improve the child's understanding of the animal's living environment. ** 3. Teaching methods ** 1. ** Guidance Method ** - In the teaching process, the teacher's guidance method was crucial. If the teacher directly told the child how to solve the puzzle, the child might just follow the instructions mechanically and lack the opportunity to think and explore independently. A better way to guide the child was to ask questions, give hints, and other methods to guide the child to discover the puzzle on his own. For example, when a child is having trouble with a puzzle, the teacher can ask,"Which part of an animal do you think this piece looks like?" Instead of directly pointing out where the fragment should be placed. 2. ** Teaching interaction ** - The interaction session could increase the participation of young children. In addition to the interaction between children (such as the communication in the group cooperation puzzle), the interaction between teachers and children also needed to be strengthened. Teachers should give feedback to the children in time during the inspection, affirm their correct practices, and encourage them to overcome difficulties. At the same time, the teaching rhythm could also be adjusted according to the children's puzzle situation. For example, if most children spent too much time on a certain puzzle, they could pause the activity and focus on the explanation and demonstration. ** 4. Teaching Resources ** 1. ** Puzzle material quality ** - The quality of the puzzle materials would affect the child's experience. If the puzzle material was of poor quality, it was easy to damage or the edges were not smooth, which might cause the child to be injured or affect the accuracy of the puzzle. Moreover, the color brightness and pattern clarity of the puzzle were also very important. High-quality puzzle materials could better attract children's attention and increase their interest in puzzle activities. 2. ** Supporting Teaching Resources ** - Other than the puzzle itself, the existence of other supplementary teaching resources would also affect the teaching effect. For example, an animated video or real photo of an animal could be shown before the puzzle to give the child a more comprehensive understanding of the animal; or after the puzzle was completed, some animal-related props (such as animal headwear) could be provided to let the child role-play to further deepen his understanding of the animal. Without these supplementary teaching resources, the teaching process might be a little monotonous. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small class children boldly speak lesson plans and reflections
The following is an example of a lesson plan for young children to speak boldly: * * I. Teaching plan topic ** Little Storyteller * * 2. Activity Target ** 1. Children in small classes are encouraged to speak boldly and be able to express their thoughts clearly. 2. Nurtures children's confidence in speaking in front of others. 3. Guide children to learn to tell simple stories or describe things. * * 3. Event preparation ** 1. Choose a few simple picture books suitable for small children, such as The Hungry caterpillar and Little Bear. 2. Prepare some small toys that children are familiar with, such as small balls, cloth dolls, etc. * * 4. Activity process ** 1. lead-in portion - The teacher took out a small ball and asked the children,"Children, look at what the teacher is holding in his hand?" Guide the child to answer "ball". Then the teacher asked,"Can anyone tell me what color the ball is and how it feels?" Children should be encouraged to describe it boldly. 2. Picture book story telling - The teacher took out the picture book "The Hungry Caterpillars" and began to tell the story to the children. During the presentation, the teacher could pause and ask some simple questions, such as "What happened to the caterpillar's stomach after it ate an apple?" Guide the child to answer actively. - After telling the story, the teacher said,"This story is very interesting. Now, who wants to try telling it?" Children were encouraged to try. For children who were willing to try, the teacher would give affirmation and guidance. 3. Free narration segment - The teacher placed the small toys on the table and let the children choose the toys they liked. Then he said to the children,"Children, take the toys you have chosen. Come to the front and introduce this toy to everyone. For example, what is it and why do you like it?" - In the process of the child's narration, the teacher should listen carefully and give encouragement by smiling and nodding. If the child's expression was unclear, the teacher could guide and supplement it appropriately. 4. group to share - Divide the children into groups of 3 - 4. Ask the children to share interesting things about their home or their favorite animals in the group. The teachers observed the children and encouraged them to actively participate in group communication. 5. summary of an activity - The teacher summarized the children's performance in the activity, praised those children who spoke positively and boldly, and encouraged the shy children to express themselves bravely next time. * * 5. Reflection on the event ** 1. the key of success - Through various forms of activities, such as toy introduction, picture book narration, group sharing, etc., the children were provided with different opportunities to speak. Most children were able to gradually let go of themselves and speak boldly during the activities. - During the activity, the teacher's guidance and encouragement played a positive role. For example, when the child's explanation was unclear, the teacher's appropriate supplement and guidance did not dampen the child's enthusiasm, but also helped the child express himself better. 2. deficiencies in - Some children were too shy, so their participation in the activities was still low. In future activities, it was necessary to design more individual guidance methods for this group of children, such as one-on-one communication and interaction. - The timing of the event was not precise enough. In the free narration segment, due to the high enthusiasm of the children, this segment took a long time, affecting the final group sharing segment, making the group sharing a little rushed. In the future, he needed to arrange the time for each segment more reasonably. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>