Teaching plan of social activities in asking for directions kindergarten

As a selfless people's teacher, you usually need to prepare a teaching plan, which is the basic condition to ensure the success of teaching and improve the quality of teaching. How to focus on lesson plans? The following is the teaching plan of "asking for directions" social activities in kindergarten that I have compiled for you. Welcome to read the collection.

The design idea of "asking for directions" kindergarten social activities teaching plan 1

With the improvement of people's living standards, these "little emperors" and "little princesses" with superior living conditions rarely use polite expressions, and combined with their children's experiences, they designed the activity of "asking for directions". It conforms to the age characteristics of middle school students and the specific image thinking characteristics. Through an interesting story, the activity allows children to constantly exercise their language expression ability in the process of asking for directions with polite words, and at the same time, they have a certain sense of mystery and focus on the story. Exercise children's language training through the classics they will encounter in life. Through this activity, children can understand the meaning of "address" on this basis, improve the above experience, enhance their self-protection awareness and improve their self-protection ability.

The activity * * * is divided into three parts: the first part is to observe the role and express the understanding and loss of the role; The second link is to understand the process of inquiry and guidance; The third link is to improve and expand experience.

moving target

1. On the basis of understanding the story, learn all kinds of good methods after getting lost.

2. Try to express your ideas boldly in a relatively complete language and accumulate experience in self-protection.

Activity preparation courseware.

Activity process

First, understanding and guessing-observing the role and expressing the understanding and loss of the role.

1. Acting role (Mr. Mouse): What kind of Mr. Mouse is this? If you please praise him well, what can you say?

Mr mouse is going to his friend miss mouse's house today, but he hasn't arrived for a long time. He asked: What has been lost? Any good suggestions?

Guide children to express what happened when they got lost, and trigger children to express their experiences and ideas.

Second, perception and understanding-understanding the process of asking questions and guiding.

1. Show a small light green house (frog house)

Mr. Mouse drove through the Woods and came to the pond. What did he see? (house)

1) What is this house? "(green roof, blue windows, green doors and green rooms. )

2) Whose house will such a beautiful house be? Why? Then guess if this is Miss Mouse's home? How do you know that? Let's see if this is Miss Mouse's home.

3) How did Mr. Mouse ask for directions? What did the little frog say?

2. Whose home did Mr. Mouse go to? What did the cock say? What do you mean, go straight ahead? (chicken house)

Let the children signal "straight" with their hands and observe their understanding of the direction.

3. Whose home did Mr. Mouse go straight to? Why don't you play Mr. Mouse? (Bear's Home)

1) Observe whether the child knows how to ask the way politely. Can you make it clear?

2) Let the children raise their hands to indicate the direction: left.

4. Show two houses that appear after turning left. What can Mr. Mouse do and say? (Lion House)

Play different roles (Mr. Mouse, the teacher plays the lion) and practice asking for directions.

Third, fully appreciate the story-enhance and expand the experience.

1. How many times did Mr. Mouse ask Miss Mouse for directions? Who did you meet?

2. Mr. Mouse, what did he do and what did he think of after he got lost? Why did he ask many times to find it? How did Mr. Mouse succeed?

Summary: Mr. Mouse forgot exactly where Miss Mouse lived, so he asked several times. If he remembers her home address, he can easily find Miss Mouse's home. He got lost on the road, but he thought of a good way to ask the way.

3. Extension: Think about the order of finding places by address.

Asking for directions kindergarten social activity teaching plan 2 activity goal:

1. Observe the pictures and find your home according to the information and symbols.

2. Experience the pleasure of politely asking for directions and getting help.

3. Promote the coordinated development of children's innovative thinking and movements.

4. Cultivate children's spirit of trying.

Activity preparation:

Presentation document

Activity flow:

First, observe the role and express the understanding of "role" and "lost"

1. The children expressed their praise for the role (Mickey).

Today, the teacher invited a guest for you. Show the role (Mickey) and ask: How does Mickey look today? If you please praise him well, what can you say? (The child answers)

2. Children talk about their understanding of "getting lost" and make suggestions.

It's a beautiful day today. Mickey decided to go out to play. Who did he meet on the road? (Mini), how will he greet Mini? (Children imitate) Tell the story to "Open it, Mickey has lost it". Question: What is missing? Any good suggestions? Well, we can ask the way.

Second, observe the picture and understand the process of "asking for directions" and "leading the way"

1. Children listen to stories: think about "asking frogs".

(1) Mickey drives to a small house. What kind of small house was it before he showed it? Is there anyone in the house? What about Mickey? The owner of the house said, you can guess who I am before I open the door.

Do you know whose home this house is?

(2) The teacher reads the riddle sentence by sentence, and guides the children to guess the role (frog) according to the riddle, and gives the reasons. Let me read a riddle. Guess whose home this is: four legs, big eyes, white belly, green clothes, croaking. How did you know it was a frog?

(3) Teacher: The frog opened the door. How would Mickey ask for directions? Who is more polite to ask the way?

The frog said, I don't know. Ask someone else!

Did he get the answer he wanted from the frog? What will he say next?

2. Children listen to the story of "Ask the Rooster" and think about the problem.

(1) Show the road map and ask: Where is Mickey's car going? Why?

Oh, I am lost. I need to find the nearest place to ask for directions. If I go to another deserted place, I won't find the way to Minnie's house.

Mickey drove to the red house with the door closed. what should he do ？ Let's knock at the door together! (collectively knocking at the door and asking: hello, is there anyone inside? ) Can you guess whose home this is?

The owner of the house opened the door, revealing a small body. He said to guess who he is before opening the door! Let's have a look.

(2) Show the house with the local figure of the rooster, let the children guess whose home it is and tell the reason; Question: The cock opened the door. What will Mickey ask? (individual children answer)

(3) Listen to the rooster's answer and ask: What do you mean by going straight ahead? If he goes straight, which one will he go to? What should we do now? (Say goodbye to the rooster)

3. Children listen to stories: think about "ask the bear".

(1) Show me the road map and ask: Whose house did Mickey go straight ahead? Whose home was this before I came to this small dark brown house? (Observing the honey pot, I find it is the home of the bear) Can you play Mickey and ask for directions (children's collective performance) (2) Listen to "What did the bear answer" and ask: Where is the left side? If the car turns left, which house will it drive to?

4. Children listen to stories: about "ask the lion" and think about problems.

(1) Mickey comes to the door of the castle and knocks on the door. The lion came to open the door. Mickey asked him, hello, how can I get to Minnie's house? The lion said, it's on the right side of my house.

(2) Let the children guess which house Minnie's house is.

(3) Listen to the second half of the lion's sentence (that is, Xiao Huang's family). Just now everyone thought it should be the little red house on the right. Why did the lion say it was a little yellow house? The teacher will tell you: you be Mickey, extend your right hand, I will be a lion, and my right hand will not move. How do lions stand when Mickey asks them? Facing Mickey, I want to turn around. Look, I'm turning around! Where is the lion now? It turns out that the lion and Mickey are standing face to face, and the left and right sides are opposite, that is to say, the right side of the lion is actually Mickey's left side, and some children may still be a little confused. It doesn't matter, we will learn slowly in the future!

Third, fully learn from, enhance and expand relevant experience.

The children fully enjoyed the story and thought about the reason why Mickey succeeded in getting help.

Activity reflection:

Recently, I listened to a Chinese activity "Asking the Way" by Zhou Jie, and felt that all the children transferred from this originally boring Chinese class by Mr. Zhou were very active, and the children's answers were also very positive, not as lifeless as the usual Chinese class. For the children in the middle class, they can already describe things in simple language, and their vocabulary is constantly enriched, and they like to imitate others. However, they still lack polite ideas. Although they have mastered simple polite expressions, such as greeting teachers and children, they still can't use them well. Therefore, this language activity will exercise children's language training through the ideas that children will encounter in life.

The language activity in this lesson is mainly about the meeting of "two Mickey Mouse". Mr. Mickey Mouse went to Miss Mickey Mouse's house, but he couldn't find it, so he had to find it by asking for directions. I think in this class, Mr. Zhou's questioning method is very good. He can ask the children in various clever languages, so that the children can experience the fun of answering. Teacher Zhou's instructions are also very clear. I think animals and animal houses are also very elaborate.

In the whole process of asking for directions, Mr. Zhou took the children step by step and asked for directions in polite language, which made the children's language very active. After the whole class, children can basically add the polite expression "I'm sorry". I think Mr. Zhou seems a little wordy in the process of asking for directions. Sometimes, children can speak by themselves, not by themselves, so that they will not repeat themselves and can exercise their language development ability.

After listening to this language activity, I am also deeply touched. I found that Mr. Zhou's teaching attitude is very good, and his speech is very gentle and chanting, which actively mobilized the children's passion. I think children are rather boring in their usual language activities. Sometimes when asking questions, only a few children raise their hands, or even none at all. This shows that my way of asking questions is not very good, and I can't arouse my children's passion. I will learn more from Mr. Zhou in this respect in the future. After the whole language activity, the children also learned a lot. When I ask them what they have learned, the children will still say it, which shows that the children are still impressed by this lesson. This is what children really learn and can use this knowledge in real life in the future.

Asking for directions is a common thing in daily life. When someone doesn't know how to get to a place and meets someone who is willing to answer, it will happen to ask for directions.