Large class teaching plan "Go upstairs and downstairs"

As an educator who teaches others and puzzles, teaching plans are usually used to assist teaching, which is the main basis for implementing teaching and plays a vital role. How should we write lesson plans? The following is the lesson plan "Upstairs and Downstairs" collected by me. Welcome to read and collect it. 1

Activity objectives of the lesson plan "Go upstairs and go downstairs" for large classes:

1. Learn to read tongue twisters by reading maps and feel the characteristics of tongue twisters.

2. Experience the fun of tongue twisters in the game performance.

3. Feel the reading form of tongue twisters and experience the interest of tongue twisters.

4. Cultivate children's habit of reading carefully and stimulate their interest in reading by means of illustrations and pictures.

5. Understand the content of picture books, understand the story and feel the humorous plot of the story through various reading methods.

Key points and difficulties of the activity:

1. Key points: Learn to read tongue twisters and perceive the characteristics of tongue twisters by reading the map independently.

2. Difficulties: Read the rhythm of tongue twisters and explore ways to read tongue twisters quickly.

Creation of environment and materials:

Teaching ppt, with tongue twisters of "Going upstairs and downstairs" posted around the classroom in advance.

Design ideas:

First, thinking about material selection:

When I saw free activities, children were listening to Zhu Jiaying's nursery rhymes. How can ordinary children's songs arouse the interest of so many children? Curiosity prompted me to go over and find out. It turns out that Zhu Jiaying is reading tongue twisters of "the shoulder pole is wide and the bench is long" and "buying cloth with vinegar". Everyone thinks tongue twisters are very interesting, and Zhu Jiaying also wants to learn them.

The tongue twister I thought of has been passed down as a unique language and culture in China, but nowadays children are rarely exposed to such language art. Since children are so interested in learning, why not carry out similar activities to let them feel the profoundness of Chinese language art? So I designed this tongue twister activity.

Second, activity value analysis:

"Tongue twister" is a kind of language form that consciously overlaps some words that are easily confused in sound, rhyme and tone, and combines them into sentences, thus forming a very confusing but interesting language form. As a unique language art, tongue twister greatly promotes the development of children's language and thinking in early childhood. It can effectively exercise children's tongue and overcome pronunciation problems in tongue and language; Improve children's memory and quick response ability. Tongue twisters have similar sounds and are easily confused. It is difficult to miss them quickly and well without clear thinking, good memory and clever tongue. Teaching children tongue twisters often will undoubtedly greatly improve their language expression ability and make their thinking more agile, flexible and accurate.

In this activity, I broke the traditional teaching mode of teacher teaching and preschool learning, but used pictures and texts to guide children to learn independently. The concrete image of children's thinking is based on interest, so I create a game situation for children to participate in listening, speaking, acting and playing, so that children can experience and participate in it personally, and guide children to play tongue twisters while talking with body language, so that the learning process becomes vivid and interesting, and children can learn independently while watching, talking, listening, playing and acting. This form of integrating learning with children's life and play, and involving children in games and performances, not only makes children learn easily and happily, but also gives them a great sense of accomplishment, which makes them emotionally satisfied and proud of their knowledge. Throughout the teaching process, children are always in an excited state and actively explore knowledge.

After children learn tongue twisters in the open and experiential learning created by teachers, they should also be guided to read the rhythm of tongue twisters, thus gradually speeding up the pace. Every word should be read correctly and clearly, and never be quick. Remember a word "slow", which should be slow first and then fast, step by step. Let the children pronounce every word correctly, make every sentence clear and coherent, and then gradually speed up. Specifically, it means speaking at a moderate pace, learning step by step, and integrating into the picture when practicing.

Third, the application of integrated teaching method:

Some auxiliary teaching methods were used in the activities to stimulate children's interest in autonomous learning. Through observation, guide children to observe the map purposefully, so as to understand the meaning of the whole tongue twister; Through the game method, let children experience the fun of tongue twister and the sense of success brought by independent learning in the process of participating in the competition; Through cooperative method, children can perform cooperative performances, learn cooperative methods and cultivate self-control ability.

activity process:

video import-perception of content-review of activity extension experience-operation perception-return to life activity process:

1. video import to arouse interest.

1. Teacher Jin wants to invite you to watch a performance and see how they perform. Listen to what they are saying.

2. Children enjoy the tongue twister video.

3. Teachers and students * * * The characteristics of tongue twisters are as follows: put many very similar words or words together, and the content is around the mouth. When you say it, you should say it accurately, clearly and quickly.

second, observe the atlas and learn to read tongue twisters.

1. Feel the meaning of the arrow and tell me where I have seen such an arrow.

2. Combine the arrows with the pictures of tall buildings, so that children can read and understand independently.

3. Show the pictures of "human" and "dizzy" one by one to make children understand.

4. Combine words and pictures, and use atlas to let children perceive the main content of tongue twisters.

5. Summary: The tongue twister we learned today is to read it in the form of a map. Read the first few sentences quickly, and the last sentence should show the feeling of "dizziness" and read slowly.

note: in this session, let special children talk about the meaning of the picture and say simple words.

Third, children try independently, and teachers give individual guidance.

Ask the children to practice separately, and the teacher will focus on guiding the children with difficulties.

Note: This session focuses on whether special children can read pictures and say simple words.

fourth, performance sharing.

1. What are the words in this tongue twister?

2, individual children say a few words that they can't read, and everyone will solve them together.

3. Ask individual children to perform.

4. The teacher reads the rhythm and speed of tongue twisters by clapping hands and beating the rhythm, and guides the children to read the rhythm with various parts of the body and feel the characteristics of tongue twisters.

Note: This session focuses on whether special children can listen to their peers' performances.

reflection on activities:

Tongue twisters are not unfamiliar to children in large classes, and they have been exposed to them in previous activities. So I was thinking, how can I attract children's attention and make them fall in love with my tongue twister? In the lead-in part, I used the form of video. First, let the children see and listen for themselves. After knowing that tongue twisters are performed in the video, I summed them up with the children, and I found that most of them can recognize that one of the characteristics is fast! The second point is that the words or words in tongue twisters are very similar in sound. After arousing children's interest, I began to show the pictures of ppt in this section for children to observe by themselves. According to the experience of children in large classes, they can all know the arrow up and down. After knowing these two basic symbols, I led to the topic of tongue twister "Going upstairs and downstairs". Considering the age characteristics of children in large classes, they can all know some basic Chinese characters, so the first sentence I show is a combination of pictures and Chinese characters. In this tongue twister, there is another feature. The first sentence and the last sentence are just the opposite of the arrow. Such as "some don't go upstairs, some don't go upstairs" and so on. After guiding children to discover this rule, I found their interest more and more intense in the activities. When I showed the complete atlas for the first time, they were eager to read it. Then I asked them to practice this tongue twister with the children next to them, which can not only cultivate the habit of children listening carefully, but also correct their mistakes in the process of practice and cultivate their cooperative spirit and consciousness. Next, I use the form of competition to let the children practice together to help them remember tongue twisters further. When children remember tongue twisters, I show Allegro and use the rhythm of Allegro to lead children to practice rhythmically. In this process, I found that children's sense of rhythm is not on my requirements, and it is a bit abrupt when showing Allegro. I should introduce it to children before showing it, and then use Allegro to beat the rhythm.

through this activity, I was lucky enough to hear many lessons from my predecessors, which also had a certain influence on myself. The old teacher's teaching wit is worth learning and accumulating. In the future teaching career, I will continue to learn and accumulate and be a kindergarten teacher that children like! Large class teaching plan "Go upstairs and go downstairs" 2

Activity objectives

1. Understand the characteristics of experiencing tongue twisters and perceive the rhythm and rhythm of tongue twisters.

2. I am willing to recite tongue twisters clearly with the help of the atlas.

activity preparation

ppt, tongue twister video and atlas.

Activity process

(1) Watch the tongue twister video import.

question: what are these two uncles going to perform? Would you please listen carefully to how your uncles performed and tell us how you felt after watching it?

(2) discuss and talk about the characteristics of tongue twisters.

Question: Listen to what this uncle said just now. What are the characteristics of speaking? (Played again) Soon

Teacher: This is a tongue twister. What is a tongue twister? (Speak quickly, some words and some words are very similar)

Summary: There are many words or words in tongue twisters that are similar or similar in pronunciation, and the content is around the mouth. When you say it, you should say it accurately, clearly and quickly. This is called saying a good tongue twister.

Ask children to talk about tongue twisters they know

(3) Try to recite tongue twisters with the help of the atlas.

1. Analyze sentence by sentence with the help of atlas.

Teacher: Today we are going to learn tongue twisters, but today we use symbols, pictures and words.

teacher: what does this mean? (Arrow) Where have you seen such an arrow?

summary: indicated by arrows, the upward arrow indicates going upstairs, and the downward arrow indicates going downstairs.

teacher: what is this? (pictures of tall buildings)

Teacher: Let's see what it says next. (One person, many people)

Teacher: What are many people doing? (Many people go upstairs and many people go downstairs)

Teacher: Where did you see that? (Show pictures dizzy)

Use one picture after another, talk while looking at the picture, and use the whole map with arrows to guide children to talk about it.

2. Children practice in groups and talk about the difficulties in tongue twisters.

Teacher: You have learned all the tongue twisters in the whole song. Now I'll give you some time to look at them by yourself, read them, and find out what is particularly difficult to read or detour. Let's all read them together.

(Give children enough time to practice)

Question: Which sentence do you think is a bit difficult to read? (solving the difficulties of tongue twister)

(4) Play games and feel the fun of tongue twister.

1. Look at the picture and read it completely

2. Practice reading in pairs

3. Invite individual groups to read it

4. Show the rhythm card and read it according to the rhythm

5. Invite parents to read it together

(5) Game: tongue twister talent show.

Teacher: The teacher performs tongue twisters, explaining the secret of fast tongue twisters and the importance of rhythm, asking children to practice by themselves, and then challenging the teacher to be a "tongue twister".

Summary: It's not easy to read tongue twisters well, but we can certainly speak them well as long as we keep practicing repeatedly. Next time, let's learn more interesting tongue twisters.

tongue twister "Go upstairs and go downstairs"

There is a tall building,

many people go upstairs,

many people go downstairs.

people upstairs go downstairs,

people downstairs go upstairs.

Some don't go upstairs,

Some don't go downstairs,

Some go downstairs and upstairs,

Some go upstairs and downstairs,

Up and down, up and down,

I'm so busy! 3

Activity objectives of "Go upstairs and go downstairs" for large classes:

1. Learn to read tongue twisters by reading maps and feel the characteristics of tongue twisters.

2. Experience the fun of tongue twisters in the game performance.

3. Understand the story through reading.

4. Willing to communicate and express your ideas clearly.

activity preparation:

ppt map

activity process:

first, video import to arouse interest.

1. Teacher: Mr. Hong invited you to watch a performance and listen to what the little actor said. Tell me how you feel.

watch the video.

teacher: the little actor has finished his performance. Who will tell me what you have heard?

teacher: who will say something about watching the little actor perform? Fast, uninterrupted, loud and accurate pronunciation.

do you know what the little actor is reading? Who knows?

teacher: four is four, ten is ten, fourteen is fourteen, and forty is forty. Don't say four words as ten, don't say cross as four. If you want to distinguish fourteen from forty, practice speaking ten and four often.

these two words have different meanings, but how do they sound? (Read) The pronunciation is similar, and it sounds around. We call a joke like this a tongue twister.

teacher: which babies will read the tongue twisters they have heard.

second, observe the atlas and learn to read tongue twisters.

1. The teacher performed the tongue twister "Go upstairs and go downstairs"

Teacher: I also performed a tongue twister today. Do you want to see it? Listen up!

Tongue twister: There is a tall building upstairs and downstairs. Many people go upstairs and many people go downstairs. People upstairs go downstairs, and people downstairs go upstairs. Some don't go upstairs, some don't go downstairs, some go upstairs and downstairs, and some go downstairs and upstairs, up and down, up and down again. They are so busy!

2. Teacher: How's it going? What are some similar places found in this tongue twister?

teacher: did you find it? teacher hong found it: upstairs and downstairs, upstairs and downstairs. their pronunciation is very similar, going around. When I was learning this tongue twister, the more I read it, the more energetic I became! But, this tongue twister is a bit long. Do you know what good way I wrote it down?

Think about it. If you come across a long story when you are learning skills, what good ways can you remember it?

teacher: just now, the children thought of many good ways with me, and I drew it on paper with one of them. Would you like to have a look?

teacher: out.