Small class language small house teaching plan

As an educator who teaches others, it is usually necessary to use teaching plans to assist teaching. Compiling teaching plans is helpful to accumulate teaching experience and continuously improve teaching quality. Then the question is coming, how to write the lesson plan? The following are the small class language room teaching plans I collected for you. Welcome to learn from it, I hope it will help you.

Small class Chinese small house teaching plan 1 activity goal

1, get a preliminary understanding of the story, experience the changes brought about by modern urban construction, and generate beautiful feelings of loving hometown.

2. Feel the uniqueness of some old buildings in life and express your opinions boldly.

3. Through the combination of language expression and action, fully feel the childlike interest of the story.

4. Be able to listen to the story carefully and understand the main line of the story.

5. Guide children to learn in stories and games and realize life.

Activity process

Step 1: Tell a story

Teacher 1, today the teacher brought you a very nice book-a small house. What kind of small house do you think this is? Come, source, think quickly, case network > (guide children to observe the small house carefully and find the special features and smiling expression of the small house, which is in sharp contrast with the expression change of the small house behind the story:)

There are more and more friends around the small house The little house is curious. It doesn't know what this city is like. Let's tell the little house what the city is like.

Summary: there are tall buildings, street gardens and neon lights in the city ... no wonder small houses are curious about the city.

By telling stories, let children express themselves freely, feel some characteristics of city life, and guide children to fully feel the convenience brought by urbanization. Teachers can summarize in time to help children improve their language ability. )

Link 2: Asking questions

1, Teacher: Now there are beautiful neon lights, wide roads, quiet street gardens and modern high-rise buildings. It's convenient to go out by bus and subway. However, the little house was unhappy. Why? (Guide children to observe the expressions of small houses in the picture and pay attention to the noise and air pollution in the city:)

2. Teacher: The small house is so shabby that no one lives in it. Some people suggested tearing it down, while others disagreed. What's your opinion?

(This session aims to raise the question-whether the small house will be demolished or not. Children will discuss in the form of group debate and explain their reasons. )

Link 3: Migration Experience

1 watch PPT

Teacher: What you said is very reasonable. Don't jump to a conclusion whether to tear down that small house. Let's look at those small houses or old houses around us. (The old buildings presented in PPT are: Customs Bell, Qibao Street, Chenghuang Temple and Shikumen on the Bund. )

Pay attention to observation and communication

Teacher: Have you seen these old houses? Let's take a closer look at them. These old houses in Shanghai are as old as the small houses in the story, but they have not been demolished. After reconstruction, they have become a unique landscape in Shanghai, making our city more beautiful.

3, contact life, transfer experience

Teacher: The small house in the story was not demolished in the end, but a garden was re-opened around the small house, which became a landscape of the city. Those old houses that make the city more beautiful need the concern of all of us. Besides the old house you saw before, is there such an old house around you? Let's find it together later.

The teacher modified the end of the story and put the small house in the green space of the city, thus arousing children's attention to the old houses around them, and making them realize that the old houses and modern buildings can be "harmonious" and make the city more beautiful. )

Activity reflection

Nowadays, it has become a "trend" to use children's picture books in kindergarten teaching activities, but how can picture books better serve the theme background of kindergartens and expand children's life experience? This requires teachers to carefully interpret picture books, especially some foreign children's literature works. In the process of interpretation, teachers need to relate the contents of the works with the customs and habits of China and the thinking habits of China people, especially the children's real life, existing experience and cognitive development level.

In this activity, teachers have a thorough understanding of picture books and grasped some mainstream ideas advocated in the works: the development speed of the city is amazing, but we should protect the precious heritage left by our predecessors-the old buildings with a long history, and put forward in the activity goal that children should know about the city where they live and have the feelings of loving their hometown.

The original content of Little House is rather lengthy, involving seasonal changes, changes in human living environment, social development, changes in people's emotions and so on. If the picture book is "taken in its entirety" for children to appreciate, analyze and discuss, it obviously does not conform to the cognitive development level and learning characteristics of large-class children. Therefore, the teacher processed the textbook, skillfully presented the protagonist "Little House" in the work as a living and emotional role, let the children experience the emotional changes of the little house, and timely threw out a key question "Do you want to tear down the little house", which caused the children's thinking conflict and triggered a heated discussion.

It is worthy of recognition that the PPT used by teachers in teaching activities is completely based on real life. This group of pictures from old houses in life brings the debate of "whether to tear down a small house" back to children's real life, allowing children to recall in appreciation, expand their experience in appreciation and learn to think in appreciation. The teacher's handling of this way makes the difficulty of mathematics "solved" and the teaching focus is more prominent.

Shanghai World Expo 20 1 0 is a hot topic for children in recent years, so it is suggested that teachers can throw questions at the end of teaching activities: "The Shanghai World Expo is about to open, and many old houses in the city have been demolished. Why? " Then, the teacher can play some photos of the World Expo pavilions, so that the children can enjoy and talk: "Besides the old buildings, there are many new buildings in our city. What is this place? " This can lead to follow-up activities: understanding what changes have taken place in our city. What other places in our city need to be changed?

With Story: Small House (Adapted)

A long time ago, there was a small house in the country far from the city! This is a beautiful and solid house. The owner of the house said: he will never sell the small house, he will let his descendants live in it.

The little house sits happily on the hill, watching the surrounding countryside every day: in the morning, watching the sun rise slowly. At dusk, it watches the sun set slowly: every day, it is a little different. However, our little house is always the same. Small houses also like night. At night, it can look at the stars and the moon. When there are no stars and the moon, it just looks at the lights of distant cities. The house has never been to the city. This is very strange. It doesn't know what this city is like.

Around the small house, some changes have also taken place. One day, the small house was surprised to find a big truck coming and all kinds of big stones and small stones were unloaded from the big truck. Soon, a highway was built.

With the expressway, this place is much more convenient. Many people came, and everyone built many small houses to live in. There are more and more friends in the small house, and it feels so lively.

Now, the small house looks at all kinds of cars coming and going on the other side of the city ~ soon, everyone finds that the house is not enough to live in. What should we do?

People have built tall apartment buildings around small houses, and more and more people live in apartment buildings. Some people drive their own cars to work, while others don't have cars, which is very inconvenient. So, soon a bus came and went in front of the small house.

With more and more people, the ground traffic is getting more and more crowded, so people have built viaducts.

With more and more convenient transportation, more and more people live here, so people tear down tall apartment buildings and build skyscrapers.

Now there are beautiful neon lights, wide roads and tall buildings here. It's convenient to go out by bus and subway. But why is our little house unhappy?

People suddenly found that the small house was getting more and more shabby, but it was still a nice little house inside.

The small house can no longer see the sun, the lights are too bright at night, and the bright small house can't see the stars clearly. This small house misses its hometown. It's good to see the stars and the moon.

Finally, one day, a man in the city said: the small house is too old, no one lives in it, or it will be demolished. As soon as he said this, the city people quarreled. Some said, "Our house is not enough to live in. Let's tear down small houses and build tall buildings. " Some said, "No, no, we can't tear down the small house ..."

Small class language small house teaching plan 2 activity goal:

1, enjoy the story and feel the interest of the house in the story.

2. I like and try to create the ending of the story, and I am willing to study with my companions.

Activity flow:

1, arouse interest, take out the word card "house". Have you seen a house? What kind of house have you seen?

2. (Show the picture "Brother Bear")

This is my friend Brother Bear. He found an interesting house in the forest. Let's go and have a look.

3. Understand the story, show the background picture, and ask questions while talking:

What might the smell of a small house be? Why didn't Brother Bear run away?

(should I run away? Why? Brother Xiong likes honey very much. Why do you want to draw it on the wall? Is the house discovered by Brother Bear the same as what we usually see? Tell a story and look at the picture "Brother Bear". Q:

Will Brother Bear go to the Woods? Why? What will happen next?

4. Migration sequel.

You can show the children pictures and let them paint the house with fragrant things. "Think about who else will come to the small house, and what will happen after coming? The children continued to make up stories and give them names.

Small class language small house teaching plan 3 activity goal:

1. Perceive the characteristics and plots of the main characters in fairy tales and learn the dialogues in the stories.

2. With the help of the appearance size and height order of the characters, further perceive the clues of the plot development and remember the dialogue in the story.

3. Actively participate in storytelling activities, and initially experience the happiness of telling stories and playing games with peers.

Activity preparation:

1. Small animal picture: mouse, frog, rabbit, fox, wolf.

There are 6 to 7 headdresses for mice, frogs, rabbits, foxes and wolves.

3. Have a preliminary understanding of "field".

4. A book for children.

5. Story tapes and tape recorders.

Activity flow:

First, the teacher leads to the theme through language.

Teacher: Where do you live, little friend? Have you ever seen a house in the field? Next, I will tell you a story "Little House". Listen, who lives in a small house in the field? What will happen?

Second, the teacher tells stories and the children read books, and initially perceives the content of the story. Suggest that teachers ask questions:

◎ Who is in the fairy tale? Who was the first to find the small house in the field? What did he say?

◎ Who lived in a small house later? What did they say? ..... guide children to recall the main characters in fairy tales and show the corresponding pictures, which are arranged on the blackboard to help children remember the order in which the characters appear.

Teacher: Some animals live in small houses. What did they say?

The teacher pointed to the picture, led the children to tell stories together, waited at the dialogue, and prompted the children to speak out loud.

Third, inspire children to create more and more animal images according to the order of animals from small to large, and continue to compile the ending of the story.

◎ Teacher: Look at the picture. Tell me, what happened to these animals from mice to wolves? Guess who will see this small house ... let children boldly create animals (hippo, elephant, dinosaur, etc.). ) It is bigger than the small house where the wolf lives.

Fourth, children boldly tell and perform dialogues.

Teachers and students read children's books and tell stories.

◎ In the form of a group, dress the children with animal headdresses, play the role in the story, try to act out the story and tell the dialogue in the story. (You can also play the story tape and let the children perform along with the recording) ◎ In the process of the children's performance, the teacher will patrol and observe and give appropriate guidance.

Small class Chinese small house teaching plan 4 activity goal

1. Feel the interesting changes of the house in the story, like and try to continue the story ending.

I initially know that when I grow up, I can try to face things.

3. Through the combination of language expression and action, fully feel the childlike interest of the story.

4. Be able to listen to the story carefully and understand the main line of the story.

5. Guide children to learn in stories and games and realize life.

Activities to be prepared

Pictures and colorless pictures have cards and characters of small houses.

Activity process

First of all, stimulate the interest in listening to stories.

1. Show me this word: house. What interesting houses have you seen in your life?

2. Arouse the interest of the house: Brother Xiong: This is my friend Brother Xiong. He also found an interesting house in the forest. Let's go and have a look.

Second, listen and guess the story.

1. Understand the story, show the background of the picture, and ask questions while talking.

What's the smell in a small house?

What's on Brother Bear's hand?

What is anxiety? Why is Brother Xiong unhappy? What will it do? Why?

Brother D likes honey very much. Why do you paint it on the wall?

2. After the story is finished, ask: Is the house discovered by Brother Xiong the same as what we usually see?

Third, listen completely.

1. The teacher tells and demonstrates the pictures.

2. Show Brother Bear and ask: Will Brother Bear go to the Woods? Why? What will happen next?

Four: Migration sequel story.

1. Show the cards and guide the children to color the small house with fragrant things, such as oranges in oranges.

2. Children continue to edit (the key is to edit the flavor of jam, and then edit the children who draw the house to use the corresponding color)

Activity summary

It seems that many stories will happen in this small house. Let's think about it and talk about it later, shall we?

Name the story.

Attached story:

Brother Bear was walking through the Woods with a bucket of honey, when he saw a red house. This small house gives off a nice smell. "There must be a lot of jam in this house." He thought for a moment, stopped and sniffed hard. "What a big group of people! Let me go into the small house and smell it. " Brother Bear walked into the small house and found the door open. The house is empty: there is neither jam bucket nor jar. Where is the jam? He was about to put the sack in the door when he suddenly found a palm glued to the wall. Finally, I broke my palm off the wall and felt sticky. When I lick it with my tongue, it is sweet. It turned out that the wall was covered with sweet jam. Brother Bear couldn't help licking the jam on the wall. After licking the jam, he became uneasy again: "I ate the jam that people worked so hard to apply." What should I do? " Brother bear saw the bucket of honey he brought, and he smiled: "I can draw this bucket of honey on the wall." So Brother Bear painted the little house beautiful yellow and smelled of honey. The next day, Brother Bear came to see Brother Bear. Brother Bear said, "There is a house in the Woods with jam in it!" " Brother Bear smiled: "I know, but now this ion is yellow." "

Activity reflection

Jam House tells a story vividly. Everything in the story is understandable and acceptable to children. Brother Bear and the house are two things that children are very familiar with and love. The development of the story in the narrative process accords with the intellectual development of children and the language acquisition level of middle school students. This activity mobilized the children's positive thinking. Mobilize children's enthusiasm for learning. In the future, through continuous efforts, we will better dedicate more wonderful activities to children.