Kindergarten rabbits go to school safety teaching plan.

1. Guide children to appreciate children's songs correctly and cultivate children's good reading habits.

2. Encourage children to tell the identity of the characters, the occasions of events and the behaviors of the characters by observing the pictures.

2. Activity preparation:

1. Children's teaching materials, teaching books, DVD players and discs.

2. The word cards are "skirt", "wear", "stroll", "look" and "late".

3. Note: "Little White Rabbit".

3. Activity process:

1. Lead-in activity: guessing riddles.

(1) Show the riddle: wearing a red hat and a white robe, stretching your neck when talking and putting on airs when walking. Children answer freely, and the teacher shows the note to reveal the answer "Little White Rabbit"

(2) Talk about the appearance of the Great White Goose and walk like the Great White Goose.

2. Show the teaching books and tell them with pictures.

(1) Teacher: "Dear Bear said that there is also a lovely big white goose in the book. Let's see what it looks like." After observation, the child said the appearance of the big white goose.

(2) The teacher guides the children to make a further observation, and prompts: "Where is this big white goose? What is it doing? Who did it meet? What did they say? " Children carefully observe and tell according to the teacher's tips.

3. Play the disc and enjoy the children's songs. Teachers ask for appreciation.

4. Children answer questions according to the content of children's songs.

(1) Q: "What is the purpose of nursery rhymes?" The children answered, and the teacher showed the children's songs by camera.

(2) Q: "What is the Great White Goose like?" The child replied that the teacher pointed out in the big book, "Great white goose, it's really beautiful. Wearing a white gauze skirt and a little red riding hood. "

(3) Q: "How does the Great White Goose go to school?" According to the children's answers, the teacher marked "Wander around in the east, look around in the west, shake it and put it on the school" in the big book.

(4) Q: "What did the frog say when he saw it? How did the Great White Goose answer the frog? " The child looked at the big book and answered, and the teacher pointed out in the big book that "the frog shouted' Don't be late' and the white goose shook its head and said' It's still early'".

(5) Ask, "What's the result?" The child replied, the teacher pointed out in the big book that "when it arrives at the school gate, the bell will laugh at it."

5. read with the good bear.

(1) Teacher: "Dear Bear said that Big White Goose was late for school and didn't learn the new words the teacher taught the children. What should we do?" It hopes that the children can take the big white goose to learn these new words again. Are you willing? "

(2) Play the disc, read the new words in turn, find out word baby hidden in the textbook, and practice word formation.

(3) Teacher: "The Great White Goose says that it has learned these word baby, and it wants to read it to the children. Please ask the children to be a primary teacher and listen to whether it reads correctly. If the Great White Goose reads wrongly, help it to correct it."

(4) The big white goose can read, and the children should be little teachers to correct their mistakes.

(5) Change roles, children read, and Big White Goose corrects mistakes as a little teacher.