the fun traumatic plan

You could start the day by taking them to a park. There they can play on the swings, slide and have a picnic. Don't forget to pack their favorite snacks.

The following are some of the key points to reflect on the kindergarten lesson plan, The Playful Rope: ** 1. Achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - For the goal of letting children know all kinds of ropes, if the lesson plan arranged a segment to show different types of ropes (such as wool rope, hemp rope, grass rope, etc.), in actual teaching, it could be observed whether the children could accurately distinguish the characteristics of different ropes, such as length, thickness, hardness, color, elasticity, raw materials, etc. If the child was able to classify the task well (such as sending the rope baby home), it meant that the goal had been achieved. - For the goal of exploring the rope play, it depended on whether the child actively participated in the free exploration and group play sessions, and whether he could create a variety of play methods (such as skipping rope for one person, jumping on the rope, long rope games for many people, etc.). If the child could constantly discover new ways to play under the guidance of the teacher and become immersed in it, then this goal would basically be achieved. 2. ** Emotions, attitudes, goals ** - From the point of view of experiencing the fun of playing with the rope, observe the emotional state of the child throughout the activity, such as whether he showed excitement, enthusiasm, and involvement. If the child continued to laugh while playing with the rope and actively participated in various rope-related activities, whether it was individual exploration or collective cooperation, it meant that the child had experienced fun. - For the goal of training children to perform boldly and express themselves in front of the group, when there was a demonstration segment (such as letting children share their own play or show what they made with a rope), see if the children were willing to take the initiative to stand up and share, and express clearly and generously. If the child was shy and did not dare to show it, he might need to strengthen his guidance in the follow-up teaching. 3. ** Social interaction goal (if it involves cooperative games, etc.)** - When there is a cooperative rope game (such as many people pulling the rope to jump or playing a group creative game with a long rope), observe whether the child has a sense of cooperation. For example, whether the children could discuss how to play, coordinate their movements, and help each other. If the children could cooperate smoothly during the game without too many contradictions and conflicts, it meant that they had achieved a certain goal in social interaction. ** 2. Teaching content ** 1. ** Adaptability of content ** - Rope was a common item in children's daily life. The teaching content with rope as the theme was close to children's life and easy for children to understand and accept. However, the difficulty level of the content should be considered whether it is suitable for the age of the child. For example, for small children, the rope play may focus on simple individual operations (such as pulling, dragging the rope, etc.), while the big children can add some cooperative and creative play. 2. ** Richness of content ** - In addition to understanding the types of ropes and how to play with them, the teaching content could be further expanded, such as increasing the application of ropes in different cultures (such as the cultural significance of China knots) or more uses of ropes in life (such as applications in construction, transportation, etc.), so that children could have a more comprehensive understanding of ropes. ** 3. Teaching methods ** 1. ** import method ** - If you use rope magic or show interesting rope products, you can attract the attention of children and stimulate their curiosity. Observe whether the child is quickly attracted during the introduction process. If the child's reaction to the introduction is dull, the introduction method may need to be adjusted. 2. ** Ways to guide children to explore ** - When letting the child explore the rope play, should he give the child sufficient free time to explore or interfere with the child's play too much? Teachers should act as guides and encourage children to discover on their own. For example, they should give appropriate hints when children encounter difficulties, rather than telling children what to do directly. 3. ** Teaching Organization Form ** - Whether it was reasonable in the organization of individual exploration, group activities, and group activities. For example, individual exploration could allow children to fully develop their imagination, group activities could help develop children's ability to cooperate, and group activities could allow children to share experiences. It was necessary to ensure that the transition between different teaching organizations was natural and that children could adapt. ** 4. Teaching Resources ** 1. ** Prepare the rope materials ** - Whether the variety of ropes prepared was sufficient and whether it could meet the needs of children to understand the characteristics of different ropes. At the same time, the safety of the rope was also a factor to consider, such as whether the length of the rope was appropriate and whether there were sharp edges. 2. ** Supporting Teaching Resources ** - If you use pictures, videos (such as showing the application of ropes in different scenes) or other rope products to assist teaching resources, you should consider whether these resources are clear, intuitive, and interesting, and whether they can help children better understand the teaching content. ** 5. Infant feedback ** 1. ** Kids 'interests ** - Observe where the child's interest lies in the process of the activity, such as whether he is more interested in the novel play of the rope or more interested in knowing different ropes. According to the interests of the children, they could further expand the relevant content in the follow-up teaching. 2. ** The confusion of a child ** - Pay attention to whether the child is confused during the activity, such as not understanding the characteristics of a certain rope or encountering difficulties in the operation of the rope. Teachers should discover and give answers and guidance in time. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a science lesson plan for a large class on "fun squares": ** 1. Activity Target ** 1. Perceiving the main features of a cuboid and the relationship between a plane and a three-dimensional object. 2. Able to use simple tools to measure and compare, develop spatial perception, observation, and discrimination. 3. Happy to participate in mathematical games, interested in body recognition. ** 2. Event preparation ** 1. ** EXP preparation ** - Master the usage of various measuring tools in advance, as well as the gameplay of occupying squares. - Understand cuboids and cubes and their basic characteristics. 2. ** Material preparation ** - Large cuboids plane unfolding four, activity class. - Ruler, rope, paper, pens, and other measuring tools, as well as materials for making cuboids. ** 3. Activity process ** 1. ** Introduction of Winter Olympics videos to stimulate children's interest in participating in activities ** - Q: What is this video about and where is it held? How many gold medals did our China team win? (Introduction to the game) 2. ** Play with the grid and perceive the planar expansion of the cuboid ** - The first test was eyesight: how many small squares were there in each group of observation, communication, discussion, and records? What were the shapes of the small squares and how many were there? For example, the red, blue, and green cells each had six cubes, while the yellow cell had two squares and four cubes. (You can comb through the PowerPoint form with the child) - [Description: There are six small squares in each group. Some of these squares are all rectangular, some have two squares, and some have four squares.] 3. ** Game "Lattice Transformation": Perceive the process from two-dimensional graphics to three-dimensional graphics ** - [Second stage: Turn into a cuboid within the specified time.] - Rules: 1. The side with the grid faces outwards; 2. The division of labor is discussed. - He played the 3D video and sensed it again. - Question: What did the small grid in each group of grids become in the cuboid? There were a few noodles. - [A cuboid has a total of six faces, namely top, bottom, front, back, left, and right.] (PowerPoint presentation) 4. ** Group measurement: Discovered that the two opposite sides of a cuboid are the same size ** - The third requirement: - (1) Use the measuring tools provided to measure and find the surfaces of the cuboids of the same shape and size and stick the same mark on them. - (2) Observe and discuss the relationship between the positions of these faces with the same logo; - 3. The teams divided their work and discussed who would hold the cuboid, who would measure it, and who would stick the sign. (Show me the powerpoint to explain) - The teachers would tour around to guide the children's measurement, reminding the groups that completed the test faster to share their own measurement methods and findings. - The teacher and the child verified the measurement results together. - Question: What measurement method did you use? How was it measured? (Check them one by one) - "Using the same piece of paper to measure the size of the surface is a fast and simple method. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is an example of an elementary school fun math lesson plan: ** 1. Course Title ** mathematics thinking training ** 2. Course objectives ** 1. Let the students come into contact with various types of math problems, so that they can master the knowledge and use it flexibly. 2. Through solving difficult problems, the students could develop the spirit and ability to overcome difficulties, experience the joy of solving difficult problems, and stimulate their interest in learning mathematics. 3. He wanted to develop the students 'strengths and nurture students who were proficient in mathematics. 4. Cultivate students 'ability to analyze and solve problems, as well as creative thinking methods and quality. ** 3. Course content ** 1. ** Math Story Club ** - Teaching mathematical history through interesting mathematical stories. For example, it would tell the story of ancient mathematicians and the origin of mathematical concepts. 2. ** Quick Calculation Technique ** - He taught students some quick math methods, such as two-digit multiplication. 3. ** Diagram Combination ** - It focused on the assembling method of three-dimensional geometric figures. For example, he could use many small cubes to create three-dimensional figures of different shapes. 4. ** Equal exchange ** - It was mainly about the problem of equal replacement of interest in life. For example, the weight of an apple was equal to the weight of several oranges. 5. ** Numerology ** - To explore the mysteries of numbers, for example, in some calculations, some numbers were replaced by symbols, allowing students to find the numbers according to the rules of calculation. 6. ** Fight and swing ** - To train the students 'hands-on operation ability. He could arrange for the small stick to spell out different mathematical figures or numbers. 7. ** Interesting pattern ** - Learn interesting mathematical laws, such as the laws of sequence (Fibonacci sequence, etc.) or the laws of graph arrangement. ** IV. Course implementation process ** 1. teaching methods - It was a combination of teaching and self-study. The teacher gave a simple guide in each class, combining the interesting questions, characters, events, and other backgrounds in the development of mathematics with the students to discuss. 2. teaching method - By using group tutoring, individual practice, group activities, cooperative learning, practical operation, life practice, investigation and research, students could deeply understand the famous problems, theories, contradictions and other contents in mathematics and feel the charm of mathematics. For example: - In the course of piecing together shapes, students could work together in groups and use a given geometric figure to piece out a specified shape to cultivate their cooperation and hands-on ability. - In the number puzzle section, the students would first be given group tutoring on the basic solution of the number puzzle, then they would practice some simple number puzzle questions alone, and then they would discuss the solution to the difficult problems in groups. ** 5. Students 'expectations ** 1. To apply mathematics knowledge to daily life, to realize the real-life and contextualization of mathematics knowledge, so that students could feel that mathematics was everywhere in their lives. 2. In the process of solving practical problems, one could recognize mathematical symbols, grasp mathematical concepts, form mathematical thinking, understand the meaning of mathematics, and thus get close to mathematics. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a fun lesson plan for Doudou in the middle class: ##1. Event Themed Interesting Doudou ##2. Activity Target 1. Children and parents collect common and uncommon beans together, understand the names and appearance characteristics of beans, and feel the joy of working with parents. 2. Through playing with Doudou, one could understand the basic characteristics of Doudou, cultivate their observational skills, and be able to boldly express their observations. 3. He sorted, arranged, and recorded the beans he collected. He sensed the basic characteristics of the beans and explored the relationship between the size, number, and length of the arrangement. 4. Understand the series of changes and uses of soybeans, increase your interest in the changes of things, have a preliminary understanding of the structure of soybeans, and develop the ability to perceive things. 5. To further understand the edible functions of beans, to know that beans are nutritious, and to cultivate the habit of eating soy products. 6. Through activities such as making Doudou's musical instruments and Doudou's paintings, he could train his hands-on ability and creativity, and experience the fun of interacting with Doudou. ##3. Event preparation 1. Mobilize the children and parents to collect pictures or information about beans and beans, and arrange the information collected by the children in the corner of the "Little Bean, Big World" area. 2. All kinds of beans collected by the children, a shoe box lid for each person, several sets of recording paper, beverage bottles, various bean products (such as bean sprouts, soybean milk, dried tofu, etc.), materials needed to make specimens (such as leaves, flowers, fruits, and seeds collected from beans), materials for making bean musical instruments (such as different kinds of beans, jars, etc.), materials for processing soybean milk (soaked soybeans, soybean milk machine, or stone mill). ##4. Activity ###(1) Doudou's Big Search 1. Guide children and parents to collect beans together and encourage children to bring the collected beans to class. 2. During regional activities or free time, let the children enter the corner of the "Little Bean, Big World" area to observe and explore the bean information. The teacher can ask questions at the right time to guide the children to pay attention to the name and appearance of the bean. ###(2) Playing Doudou 1. The teacher led the child into the activity room and created a situation of "Doudou Family Party", guiding the child to say the name of the bean. For example,"Which of these Doudou did you bring to the party? Who do you know? What's its name?" 2. Children are encouraged to play with beans in various ways, such as piling them up, sorting them, etc. 3. The teacher guided the children to introduce their own playstyle to their peers and share their findings. The teacher further guided the children to say the characteristics of the beans. ###(3) Doudou, line up 1. Introduction: "Why do different Doudou use the same amount, but the queue length is different?" 2. Give each child a portion of beans (10 beans, soybeans, and red beans each), a shoe box lid, and a recording paper. Let the child carry out the first exploration. Arrange the beans in the shoe box lid one by one. After arranging them, count the number and record it. Doudou of the same number but different sizes would be arranged in a different queue.(For the same number of Doudou, the smaller the size, the shorter the queue. The larger the size, the longer the queue.) 3. Let the child tell the result, and the teacher will guide the child to think about the reason. 4. During the second exploration, he sensed that the number of Doudou of different sizes was different when they were arranged in the same length. 5. [Activity Extension: Use other types of beans to queue up and compare in the regional activities.] ###(4) Doudou, change, change, change 1. Guide the children to guess and discuss whether Doudou will change and how. 2. Let the child observe the soaked soybeans and compare them with the dried soybeans. Tell them about the differences, such as size, color, texture, etc. 3. He guided the child to peel off the seed coat of the soaked soybeans and observe the structure of the soybeans inside. 4. Observation experiments were set up in Nature Corner to encourage children to continue discovering new secrets. ###(5) Doudou's Banquet 1. "Do you know what beans are used for? How can I eat it?" Guide the children to discuss. 2. Let the children taste all kinds of beans (boiled beans, braised beans, fried beans, fried beans, etc.). 3. Ask the child to describe the taste of the beans made in various ways and which one he likes the most. 4. Let the children taste soy milk and other soy products to stimulate their interest in exploring the process of making soy products. ###(6) Regional activities 1. [Make a specimen: Guide children to collect the leaves, flowers, fruits, and seeds of beans to make specimens.] 2. ** Pea Painting **: Children are encouraged to use the different colors and sizes of beans to boldly create bean paste works. 3. ** Divide Peas **: Various tools are provided to allow children to divide the mixed Peas into different categories and place them in containers. They will compete to see who can divide the Peas faster and discuss which method to divide the Peas faster. 4. ** Pea Musical Instrument **: Guide children to make musical instruments with different types of beans or jars, and explore the differences in the sounds produced by different beans and jars. 5. ** Doudou's Joy **: Children are encouraged to play with Doudou in various ways and experience the feeling of contact with Doudou. 6. ** Processing soybean milk **: With the help of the teacher, let the child put the soaked soybeans into the soybean milk machine to process into soybean milk, or use a stone mill to make it. Let the child carefully observe the entire process of the soybeans turning into soybean milk, and taste the cooked soybean milk. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a kindergarten lesson plan about the health and fun of ships: ** 1. Name of lesson plan ** Ship Journey ** 2. Teaching objectives ** 1. cognitive goal - Let the children know the ship as a means of transportation, understand its basic structure and appearance characteristics. - Guide the children to observe the characteristics of the ship on the water. 2. skill target - Children are encouraged to use a variety of materials to build ships and develop their hands-on ability and creativity. - Through the game, the child's body coordination and balance ability can be improved. 3. emotion goal - To stimulate children's interest in ships and cultivate children's spirit of active exploration. - Cultivate the children's sense of teamwork in the activities. ** 3. Teaching preparation ** 1. Pictures and videos of the ship. 2. Materials for making ships, such as colored paper, paper boxes, paper cups, straws, scissors, glue, etc. 3. In the outdoor game field, some obstacles were set up to simulate a river. 4. Reward: Stickers. ** 4. Teaching process ** 1. Introduction (5 minutes) - The sound of the ship's horn was played to attract the attention of the children. - Show the picture of the ship and ask the children,"Children, what is this? Where have you seen a ship?" Guide the children to speak freely and share their experiences. 2. Knowledge explanation (10 minutes) - Combining pictures and videos, the children were introduced to the structure of the ship, such as the hull, bow, stern, cabin, chimney, etc. - He explained the principle of a ship traveling on water and briefly mentioned the concept of buoyancy. 3. Building a ship (20 minutes) - The children were divided into small groups, and each group was given production materials. - The teacher demonstrated the basic steps of making a ship: first use paper boxes to make the hull, then decorate it with colored paper, then use straws to make the chimney, paper cups to make the cabin, and so on. - Children were encouraged to be creative and make their own unique ships. During the production process, the teacher would tour around to remind the children to pay attention to the safe use of scissors and glue. 4. Ship Sailing Game (15 minutes) - Take the child to the outdoor playground. - Each child would take their own ship and set off from the starting point. They would walk along the obstacles (simulated river) that had been set up. The children would be required to jump through the obstacles with one foot or two feet to reach the end point. - During the game, children were encouraged to help each other. If the ship fell, they had to pick it up and continue moving forward. 5. Evaluation (10 minutes) - Let the children sit together and share their feelings and gains from the activity. - Teachers would evaluate the children's works and reward the outstanding children with a reward sticker to praise all the children's active participation and creativity. ** 5. Extension of Teaching ** 1. Put more materials in the art design area to encourage children to continue making ships or improve existing works. 2. In the book area, picture books about ships were placed to let children further understand the knowledge of ships. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a lesson plan for a fun outdoor small ball class: ** 1. Teaching objectives ** 1. Stimulate children's interest in exploring ball activities. Through interaction with the ball, practice rolling, running, and other movements to improve the coordination of movements. 2. Cultivate children's ability to cooperate with their peers in the game, and let children experience the joy of cooperative games. ** 2. Teaching preparation ** 1. Children's experience: Children have experience in cooperative games. 2. [Setting preparation: Choose a large playground as the activity area and prepare a ball for each child.] ** 3. Important and Difficult Points in Teaching ** 1. ** Main points **: Practice rolling, running, and develop the coordination of movements. 2. [Difficulty: Guide the child to react quickly during the game and improve his self-protection awareness.] ** 4. Teaching process ** #(I) I'll play with the ball 1. Guiding words: "Big ball, small ball; hug and pat; ball baby, ball baby; you are our good friend!" Let the children play with the ball freely and encourage them to explore the different ways of playing the ball, such as rolling, throwing, hitting, and so on. 2. Ask the children to share their own way of playing the ball, and then let the children choose the way they like to play the ball, such as rolling the ball out and chasing it by themselves. For children who played well, they could be invited to demonstrate. #(2) Play the game "Race with the ball" 1. The teacher explained the rules of the game: to guide the child to think about how to make the ball run far and how to surpass the ball. 2. Children's individual game: Each child will race with their own ball according to the rules of the game. #(3) Children try to play together 1. Guide the child to think: Just now, I was playing the game alone. Now, if I find a friend to play with, how do you plan to play? How could three friends play together? 2. Let the children play together according to their own ideas. #(4) Game Over Music was played, teachers and students cleaned up the venue together, and the teacher led the children to do relaxation exercises. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following are a few large indoor game lesson plans and reflection examples: ##I. Teaching plan and reflection on "Passing Hats" ###(1) Teaching plan 1. ** Event Purpose ** - It can make the children feel the joy of playing with their companions in the game and cultivate the children's lively and cheerful personality. - To improve the child's adaptability and agility in game movements. - Able to actively participate in game activities and learn how to protect oneself. - The cute side of the child was shown in the activity. 2. ** Event preparation ** - One Whistle, a number of big red apple cards. - I made a few hats myself. 3. ** Event process ** - The teacher took the children to the outdoor playground, jogged around, and guided the children to do simple warm-up movements. - Introduction of the game: introduce the game to the child called "Pass the Hat" and show the big apple card to tell the child that he will be rewarded if he performs well. - Explain the rules and process of the game: Divide the children into two groups of equal numbers, arrange them in a figure eight, and there are 10 hats in front of the children in each row. After the game began, the children of each style put the first hat on their heads, and then the second child immediately took off the hat from the first child's head and put it on his own head. The children behind him passed it down. When the first child's hat was taken off, he immediately picked up the second hat that had been put away and passed it down in turn until all 10 hats were passed down. The group that passed the hat quickly won. - Start the game: The game starts with the teacher's password. ###(2) Reflection The main purpose of this game was to enhance children's sense of cooperation and ability to cooperate, while allowing children to enjoy the game. In the process of the activity, the children's enthusiasm for participation was high. However, there might be some shortcomings. For example, if the individual differences of the children were not taken into account when grouping, it might lead to the imbalance of strength in some groups, affecting the fairness of the game and the experience of some children. During the game, there might be some children who violated the rules because they were too eager. The teacher needed to guide and correct them in time. Moreover, if the play area was too narrow, it might affect the range of activities of the child, causing the game to not proceed smoothly. ##II. Teaching plan and reflection on the Word Game ###(1) Teaching plan 1. [Target] - Enrich the child's vocabulary, cultivate the child's observation ability and verbal expression ability, and the child can communicate in complete Mandarin. - Cultivate the good qualities of daring to think, daring to do, diligent in learning, and willing to learn. - The most difficult part was to cultivate the children's ability to say antonoms by observing the pictures. 2. ** Prepare ** - Coursework pictures, tape recorder. 3. ** Event process ** - Pre-class preparation time (10 minutes): organize children to listen to music: "Mushroom Picking","Looking for Friends","Throwing Handkerchiefs". - The first part (1 - 3 minutes): The children sing the children's song "Tang Sanzang riding a horse Dong that Dong" and lead out the theme through the introductory language. - Basic (4 - 14 minutes) - Activity 1: Look at pictures and identify objects - Show the picture or book and ask the children to tell us what they saw. - He instructed the children to tell them who was in the picture and what else they had found. - Activity 2: Observation and Practice - Show picture 1 to guide the child to observe and ask questions. Ask the child to say the opposite words. - After the child answered, the teacher gave a hint and a clear answer, such as the elephant is big (tall), the mouse is small (short), and the big-small is written on the blackboard. - Following the same steps, observe and learn the antonyms of the pictures of the gibbon and the pony, the cup and the ice cream. - During the summary, the blackboard emphasized that big-small, tall-short, hot-cold were words with opposite meanings, and asked the child to say the relevant objects in life and do the corresponding actions. - During the break (15 - 18 minutes), let the children collectively sing the children's song "Butterfly, Butterfly, Who Are You Looking For" and perform actions. - Activity 3 (19 - 25 minutes): Show the picture and ask the child to say the opposite word. ###(2) Reflection In the teaching process of the vocabulary game, the children were guided to learn antonyms in various ways, and the participation of the children was relatively good. Using pictures to observe helps children understand concepts intuitively. However, for some children, it may be difficult to understand some antonyms. For example, when describing the characteristics of an object, children may not be clear about the concept of "tall" and "big". In future teaching, more physical comparison links could be added to help children better understand the meaning of vocabulary. At the same time, some children might not dare to answer questions actively because of shyness. Teachers need to encourage and guide these children to participate more. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a small class art lesson plan,"The Funny Brush": ** 1. Teaching objectives ** 1. Let the child learn the skill of drawing back and forth with a brush. 2. Deepen the child's understanding of the three colors of red, yellow, and blue, as well as shapes such as circles, rectangular, and triangular. 3. Children can enjoy the joy of playing and painting together. 4. Through the brush to brush out the graphics, cultivate children's interest in artistic activities. ** 2. Teaching preparation ** 1. Prepare a wonderful pocket (containing three brushes) and three sheets of lead paper for the teacher's demonstration. 2. Prepare a brush, three color palettes (red, yellow, and blue gouache), and 16 wax-coated white lead paper for the children. ** 3. Teaching process ** #(1) Game "Giving Gifts", introducing the theme 1. The teacher played the role of a cat mother and brought the baby (kitten) into the venue. 2. The teacher presented a large cardboard box sealed with tape and asked the child to find a way to open it. For example, you can guide the child to say,"This morning, the postman uncle sent a super big gift to the mother cat." Do you want to see what it is?" Then, the children were asked to guess the gift in the box, and then the children were asked to think of a way to open the box, such as tearing it open, cutting it open with scissors, etc. The teacher chose a way to open it. #(2) Playing with the brush 1. [Know the brush: Open the box and let the child know the brush.] 2. ** Play with the brush **: Guide the child to use the brush to brush his body, get close to the brush, and learn the skill of brushing back and forth. For example, while brushing, say,"Face brushing, face brushing". #(3) Color Brushing Event 1. ** Situation Call ** - Create a situation where a mother rabbit asks a mother cat to paint the house. The teacher performed a telephone conversation. The mother cat asked the kitten if it was willing to help to paint the house (after the child expressed his willingness), and then guided the child to think about how to paint the house. For example,"Let the small brush bathe in the paint water first, then lean against it, and then brush back and forth on the house." - The teacher set up a suspense and told the child that the mother rabbit said that there were many things hidden in the house. She asked the child to help paint them out, arousing the child's desire to paint. 2. ** Children's Painting, Teacher's Guidance **: Children are encouraged to paint boldly, experience and appreciate the beautiful colors and patterns they paint. #(IV) End 1. Guide the child to appreciate the painting and let the child say "the small brush painted ***", such as "the small brush painted a red apple", etc., to feel the joy of success. 2. The teacher could say,"We've painted so beautifully, let's invite Mother Rabbit back to take a look." Then, the teacher could ask Mother Rabbit to come out (which could be played by the teacher). After the mother rabbit expressed her gratitude, she could play music and let the baby and the cat play on the grass. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>