Teaching plan of "Little Bear Entering the City"

As a teaching worker, it is often necessary to compile teaching plans, which are the main basis for implementing teaching and play a vital role. So how should I write a lesson plan? The following is my collection of "Little Bear into the City" lesson plans. Welcome to reading. I hope you will like it.

Lesson plan "Little Bear Entering the City" 1 Activity purpose:

1, let children understand the story through activities, and know the characteristics and meanings of houses of various colors.

2. Inspire children to imagine boldly and express their understanding and opinions.

3. Cultivate children's habit of reading carefully, and stimulate children's reading interest through illustrations and pictures.

4, through multimedia teaching, initially understand the story content, remember the main plot of the story.

Activity preparation:

Red house, white house, black house, etc. , teaching wall chart

Activity flow:

First, show the bear toys.

1. Look at what bear Miss Li invited.

This bear is slow and forgetful, so we call it silly bear? This stupid bear has never been out of town. Think about what will happen when he walks into town.

3. Yes! Mama Bear thinks so, too, so Mama Bear keeps telling me that there are many houses in the city, including red houses, white houses, black houses, flower houses, green houses and blue houses. Grandma's house is a flower shop. What house will grandma live in?

Second, tell stories.

1, grandma's bear doesn't remember, what should I do?

2. The bear broke into the dark house. What can a black house do? Why?

I only heard a click. Where did the bear come from? What if there is no money in the pocket?

4. The bear walked into the green house again. Where is the green house? Why?

The bear broke into the blue house. Think about what will be in the blue house. Why?

6. Little Bear walks into the red house. Let's tell me where the red house is. Why?

7. Finally, think about what color house the bear will go to.

Three. discuss

1. Did Bear finally find grandma's house? Do you like bears? Why? What would you say to the bear?

2. What color house has the bear been to? Why are the colors of these houses different?

3. Think about other houses besides these houses on the road.

4. If you were a designer, what kind of house would you design?

Encyclopedia: Bears have a stout body, long and dense hair, a dog-like face, a long head and mouth, small eyes and ears, large and developed molars and strong chewing ability. Strong limbs, feet with five sharp claws, used to tear food and climb trees. The tail is very short. Bears usually walk slowly on their feet, but when chasing prey, they can run very fast and their hind legs can stand upright.

"Little Bear Entering the City" Teaching Plan 2 Activity Target:

1, understand the content of the story, and get a preliminary understanding of the characteristics and meanings of houses of various colors.

2. With the help of the imagination of the story scene, boldly express your views.

Activity preparation:

Ppt courseware, animals, houses of various colors

Activity flow:

First, import activities.

Invite bear to be a guest.

Second, ppt courseware children initially understand the characteristics and meanings of houses of various colors.

1, listen to the story, and find out which small animal is behind the black house. Look at the pictures. What public facilities do children guess? (Exhibition Studio)

2. Listen to this story. Children guess what a green house is by combining pictures with their own life experiences. (showing pictures of the post office)

3. Listen to this story. What small animals did the child find behind the blue house? Combined with the living environment of sea lions, guess what public facilities the blue house is? (Showing pictures of swimming pool)

4. Listen to this story. Children will find out what kind of small animals will live behind the red house. The teacher suggested that it was related to fire. (showing pictures of fire stations)

5. Listen to this story. What small animals will children find in the White House? Guess what the public facilities are according to the scenes in the story.

6. Finally, listen to the story and see what house Grandma Bear's house is.

Third, review the story and summarize the characteristics and significance of various houses. (watch ppt courseware)

Fourth, the game: outing:

According to the phenomenon in life, which public facilities should be chosen to consolidate the meaning represented by the use and color of various houses.

The expansion of verb (verb's abbreviation);

Let's go and see what color our kindergarten house is.

End of activity

"Little Bear into the City" big class teaching plan 3 I. Activity objectives:

1, know common traffic signs, and know that signs are indispensable symbols in social life environment.

2, through the use of audio-visual means, let children discuss and communicate, understand the role and characteristics of signs.

3. Learn to obey traffic rules and develop a good sense of rules.

Second, the focus and difficulty of the activity:

1, focus: teach children to know some safety signs, master their meanings, and cultivate self-protection awareness and ability.

2. Difficulties: Guide children to obey traffic rules in daily life, better handle emergencies and pay attention to safety.

Third, the activity preparation:

1, material preparation: a PPT courseware; A bear's hand is careless; Two treasure chests; Homemade traffic signs; A number of small security medals; Car turntable

2. Experience preparation: Children in large classes have a certain understanding of common traffic signs.

Fourth, the activity process:

(1) activity import:

Story import:

Teacher: Hello, children. A small animal came to me this morning and said that he needed us to do him a favor. Who is this little animal? What difficulties did it encounter? Let's take a look together! Teacher: Hello, children, I'm Xiao Xiong. I bought a new car a few days ago, so I want to drive it to Leshan. But as soon as I entered the city, I found many signs on our road that I didn't know. I have never seen them, and I don't know what they mean, so I dare not drive into town. (Question: 1. What difficulties did the bear encounter? 2. What would you do? )

(II) Implementation process of activities:

(1) Know the traffic signs (Play the courseware to arouse children's interest) Teacher: Little Bear marks all the traffic signs he meets with a small red flag on the map. Now let's see what signs he met. What do these signs mean? The courseware shows pictures of various traffic signs, and requires children to express their opinions freely, trying to tell what these signs are and their meanings. Then the teacher explained the name and meaning of each sign in detail. Be sure to set up specific life situations, and pay attention to the changes in each question and presentation. )

(2) Game links:

Game 1: "I mean you": The teacher shows the homemade traffic signs and asks the children to tell the names and meanings of the signs.

Game 2: "Taobao in the cave": The teacher put some safety sign cards in red and yellow boxes in advance, and then divided the children into two groups, red and yellow, so that the two groups of children could touch them separately. After touching them, say the name of the sign and what to do when you encounter such a sign.

Consolidate children's knowledge and understanding of symbols in different forms of games. )

(3) Traffic signs play a great role:

Teacher: Children, now we all know the meaning of many means of transportation. Imagine what our life would be like without these traffic signs. (Children's free imagination answers)

B. Play pictures of traffic chaos caused by missing traffic signs. Let the children look at the pictures and answer the questions. )

Teacher C concluded: Traffic signs play an important role in our life. If there are no traffic signs, cars on the road will run around, with no rules and mutual humility, which will easily lead to car accidents and traffic jams, making our parents late for work or our children late for school. Therefore, we can see that traffic signs are indispensable symbols in the social living environment, and we should all conscientiously implement the meaning expressed by these traffic signs and be an excellent traffic model.

(4) apply what you have learned: set the situation:

1. Let the teacher wear the "Little Security Guard" sign as a driver, let several children be passengers, set up traffic signs while driving, and then let the children say what to do.

2. Let one child be a driver, some children be passengers, and the teacher put up a sign to let the children say what to do.

(3) End of the activity:

Teacher: Just now, we helped Bear know all kinds of traffic signs. Bear must be very happy now. Let's see what he said to you.

B. teacher simulated bear: hello, children, we meet again. Thank you for helping me know all kinds of traffic signs. Now I can safely drive to Leshan. Thank you! Goodbye, children.

The expansion of verb (verb's abbreviation);

Teacher: Today, we know a lot of traffic signs and know the functions of various signs. Therefore, I hope that when you meet these signs on the road in the future, you must obey the traffic rules and remind parents to obey these rules and be civilized children.

"Little Bear Entering the City" Big Class Teaching Plan IV (1) teaching material analysis

The activity of "Little Bear Entering the City" comes from the old houses and new buildings in the theme of "Our City" in the big class. When the children were looking at these buildings, they started a discussion about houses of various colors. The house is one of the important facilities in our house. Now the house is colorful and colorful. If you pay a little attention, you will find that many colorful houses are closely related to our lives.

I think through this activity, on the one hand, children can get a preliminary understanding of their uses and feel the significance of houses of various colors, on the other hand, children can feel the role of houses of different colors in our lives, thus inspiring their attention to common phenomena around them. On the other hand, I want children to think positively and imagine boldly in an interactive way, try to express their ideas in problem scenes, improve their ability to observe and analyze problems, and form a more accurate perception of houses of various colors.

(B) Analysis of teaching methods

1. Oral teaching method: follow the reading rules of sensory understanding, experience transfer and imagination creation and the age characteristics of children, fully mobilize children's visual, auditory and oral sensory analyzers, stimulate children's reading interest, help children learn the basic skills of reading, and initially cultivate children's independent reading ability; Therefore, in this activity, I mainly adopted the guessing discussion method, intuitive method and demonstration method in the early reading education methods.

Why do you want to adopt the above methods?

(1), speculative discussion method.

Discussion can develop children's thinking, is an important method to stimulate children's speech, and is the basic means for children to learn to read and test their reading ability. The use of guessing discussion can satisfy children's curiosity, promote children to speak actively, and finally effectively complete the teaching objectives.

(2) intuitive method.

The concrete image of intuitive method accords with the characteristics of children's thinking, and the reading materials in early childhood are mainly images and vivid pictures. Intuitive pictures can arouse children's interest and attention, easily perceive the content of reading, and play a role in breaking through difficulties.

(3) The children's thinking in the model method is mainly intuitive and has strong imitation ability. According to Blackuell and 1994, the interaction between teachers and children is conducive to the best early reading effect. In this activity, in view of the poor oral ability and insufficient vocabulary of the children in this class, a language demonstration was conducted to serve the breakthrough of difficulties.

2. Speaking and learning.

Following the law of children's early reading and learning and the age characteristics of children, under the guidance of the new concept of syllabus, the whole learning activity always takes children as the main body and mobilizes the enthusiasm of each child's thinking. In the activity, children use a variety of sensory officials to accumulate reading and life experience in observation, discussion and migration. During the whole activity, the children are actively studying.

(3) Talking about activity procedures

According to the guiding points of Chinese education put forward in the Outline, combined with the age characteristics of children in this class, this reading activity has four links to achieve the goal. The first step is to guess and say to arouse interest. The second link is to look at the picture and talk about the basic meaning of the picture. The third link is to think about it and expand it with your own life experience. The fourth link is to strengthen and consolidate the promotion activities.

Why should we arrange four links like this?

The first link: Guess: Do the children use their own life experience to guess whether the bear has found his grandmother's house?

Guess, the purpose is to arouse children's interest in actively participating in learning, which is also one of the keys to the whole activity. At first, I caught the curiosity of my children and put a picture to guess the question "Guess if Little Bear has found Grandma Bear's house", to stimulate children's interest in reading and prepare for independent reading and preliminary understanding of the picture content.

The second link: Look at the pictures and talk: Children look at the pictures to further express their views. Why didn't bear find grandma's house? .

This link is designed to solve key problems. I follow the teaching principle of "children as the main body and teachers as the leading factor", which is divided into three steps. The first step is to let children read pictures by observation and help them master the reading method of multiple pictures. The second step: using intuitive method, guessing discussion method and intervening enlightening questions, guide children to read independently, help children sort out story clues, and understand the psychological changes of the anthropomorphic character Bear after he broke into various places. Step 3: Interactive communication after reading. Adopt the strategy of teacher-student interaction. In addition to the teacher's enlightening questions, children also focus on asking questions to explain why Little Bear can't find his grandmother's house, so as to understand the accumulation of children's life experience and reading status, improve their ability to observe and analyze problems, and make auxiliary preparations for the next link.

The third link: think about it: combining this activity with my original accumulated experience, how can children find grandma's house by telling Bear what to do?

This link is the key to break through the difficulties. According to the learning characteristics of children's intuitive experience, in order to solve the difficulties, according to the development plot of the story, I use intuitive method and questioning method to help children carefully observe the dynamics and expressions of the role of bear and imagine the psychological activities and language of the role. Finally, mainly through the combination of life and practice, I guide children to further understand the work through their own explicit behaviors such as actions, expressions and words, giving them full opportunities for imagination and experience, and effectively helping them solve their learning difficulties. This link is divided into the following two steps:

1. Little Bear finally found his grandmother. What do you want to say to Bear? Why?

2. Appreciate the story completely, let the children follow the tape and give the story a name.

The fourth link is extended activities: strengthening and consolidating children's perception and richness of house colors. The activity of "Little Bear Entering the City" comes from the old houses and new buildings in the theme of "Our City" in the big class. When the children were looking at these buildings, they started a discussion about houses of various colors. The house is one of the important facilities in our house. Now the house is colorful and colorful. If you pay a little attention, you will find that many colorful houses are closely related to our lives.