Middle class language pumpkin house teaching plan

As a dedicated educator, it is often necessary to prepare lesson plans, which can effectively improve one's teaching ability. So, have you ever learned about lesson plans? The following is my carefully arranged lesson plan for the pumpkin house in the middle class language, hoping to help everyone. Teaching plan of pumpkin house in middle class language 1

Activity objectives:

1. Look at the pictures and appreciate the stories, further understand the names of the colorful stories, and perceive the characteristics of increasing numbers and repeated dialogues in the stories.

2. According to the structure of the story, explore the continuation of the story, and clearly tell the number and names of vegetables and the dialogue with the pumpkin house.

3. Migrate the existing experience, replace the vegetable names quickly, and experience the fun of editing.

4. Cultivate children's good habit of speaking boldly and completely.

5. On the basis of perceiving the content of the story, understand the characteristics of the role.

activity preparation:

story PPT, pictures

activity process:

1. Singing the activity "Shopping for Food" leads to pumpkins.

1. Question: What dishes did Grandma buy?

2. Grandma bought another dish. Look! (Show the pumpkin) Grandma turned the big pumpkin into a pumpkin house and put it on the grass (Show the pumpkin house PPT)

Second, observe the PPT and enjoy the story paragraph by paragraph.

1. This big pumpkin house wants to do something interesting. Guess what it is?

2. The teacher tells stories and plays PPT. Drop to "Let two cucumbers talk to the pumpkin house hand in hand" and encourage children to talk about it. What will the cucumbers say? What does the pumpkin house say?

3. Show the "onion" PPT and ask: Who will come and what will they say to the pumpkin house? What will the pumpkin house say?

4. What is the mechanism of "Gollum, Gollum"? Who will make small potatoes and say to the pumpkin house (please ask girls to make potatoes and boys to make pumpkin houses)

5. Show the "Chili" PPT and guide the children to practice in different roles (five children make peppers and one child makes pumpkin houses)

6. Who else will come to the dance? (Show Huang Xiangjiao, purple grapes and red cherry PPT), what will they say to the pumpkin house, and what will the pumpkin house say? (The child answers)

Third, discuss the reasons why the pumpkin house doesn't let bananas, grapes and cherries in.

1. But the pumpkin house doesn't say that. It says, "Sorry, you can't come in."

Discussion: What would happen if you were a banana, a grape or a cherry? (Guide children to say: angry and noisy)

2. They are crowded in front of the pumpkin house, arguing and refusing to leave. Guess what they will quarrel about? (children discuss in pairs)

3. I don't understand why the pumpkin house doesn't let them in. (Guide children to think)

4. Continue telling the story to the end.

fourth, summarize and tell the story completely.

This is really an interesting story. Let's tell it together.

5. Explore the sequel to the story.

Besides tomatoes, cucumbers, onions, potatoes and peppers, what other vegetables will come to the dance? Please tell me.

VI. Game: Happy dance.

let's go to the grass and have a happy dance together! Lesson plan of pumpkin house in middle class language 2

1. Activity objectives:

1. Look at the pictures and tell stories, further understand the names of vegetables, and perceive the characteristics of increasing number and repeated dialogue in the stories.

2. According to the structure of the story, continue to compile the story and clearly tell the number and names of vegetables to enter the dialogue with the pumpkin house.

3. Act out the story, and make up the story and draw pictures according to the plot.

second, activity preparation:

all kinds of vegetable pictures and headdresses, pens, tape recorders, and tapes of cartoon songs.

Third, the activity process:

(1), 1. Music activity: Cartoon Song

Teachers and students perform the song "Cartoon Song" along with the music.

who is in the song? Pumpkin House. Let's say hello to the pumpkin house (Hello, pumpkin house! Hello! )

The teacher puts on gloves (pumpkin house) and says, Hello, children, today I invite you to a vegetable dance. What vegetables do you want to invite to the dance? (children say what they know about vegetables, baby)

children say a vegetable and show one.

teacher: the baby vegetables are all here happily. how many are there? Pumpkin houses don't like crowded people. Let's line them up from small to large and go to the dance in order!

(a red tomato, two green cucumbers, three onions, four small potatoes and five red peppers)

Teacher: Ouch, ouch, wait for me, bananas, purple grapes and red cherries are here.

(sorry, you can't come in. ) teacher: hey? What's the matter? Bananas, purple grapes and red cherry pumpkins are not welcome in the house? Because they are fruits. ) Teacher: Oh, bananas, purple grapes and red cherries know that they can't attend, so they politely say goodbye to the pumpkin house!

2. Look at the pictures and tell stories

Lead children to look at the pictures and tell stories completely, focusing on the number, names and dialogues of vegetables.

(2) Performing Games

Teacher: The vegetable dance in the pumpkin house has started. Let's go together! Please go to the vegetable house and choose a vegetable you like. Who will play the polite fruit doll? Then let's perform together!

switch roles and act it out.

(3) Creating stories, knowing the increasing number, creating stories in order.

teacher: I invited the vegetable baby to the dance today. You can also bring some other vegetable babies to the dance. Who do you want to bring?

Children speak freely: (Radish, green vegetables, eggplant ...)

Teacher: Don't forget, baby vegetables with headdresses should be queued in the original numerical order. How many baby vegetables did the children just say? Who goes first?

Encourage children to continue to make up stories and increase the number of vegetables.

what's the number after five red peppers?

(6 eggplants, 7 radishes, 8 green vegetables ...)

Teacher: Let's draw the baby vegetables we just wanted to bring and make a pumpkin house book.

children's painting: divided into four groups, with 5 people in each group.

Teacher: Talk to your good friends after you finish drawing, and tell each other what to say when your vegetable baby goes to the pumpkin house dance.

Show me the glove pumpkin house; Teacher: Children, I will make the vegetable babies you drew into beautiful picture books and go to the vegetable dance together.

end the activity by listening to music. Middle school language pumpkin house lesson plan 3

Activity design background

Because the dolls in preschool class began to have subjective consciousness, most of the children are only children now, and they are unwilling to share some happiness with others. Now, we add "Just Want" to point out that we should cultivate children's cooperation, cooperation and interaction. Let children realize that they need the help of their peers in life, and the establishment of friendship cannot be isolated.

Activity goal

1. Feel the loneliness of losing friends and the joy of getting friendship in the story;

2. Boldly imagine how to help Little Bear repair the pumpkin house;

3. Speak boldly, with coherent sentences and clear semantics.

Key points and difficulties in teaching

Make children familiar with and understand the story.

Difficulty:

Let children learn to imagine and experience how various characters in the story mend the house for the bear.

Activity preparation

Picture, pumpkin, pumpkin house, bear, uncle goat, pig, drawing paper and watercolor pen.

Activity process

First, show the picture-pumpkin, and draw out the activity content.

teacher: what kind of story will happen to pumpkin and bear?

children discuss and speak.

second, appreciate the story and understand the main content of the story.

the teacher tells a story.

Teacher: Is Bear happy living alone in the pumpkin house or with other small animals? Why?

Summary: Everyone has friends, and with friendship, life will be happier! So bear lives happily with other small animals.

third, tell the story in sections and get familiar with the story.

1. Tell 1-3 paragraphs

Teacher: How did the pumpkin come from? Who turned him into a pumpkin house? What's the pumpkin house like? Can you talk about it?

discuss with children and tell them individually.

Teacher: Autumn has come, and it is a season of bumper harvest, so Little Bear has harvested a golden pumpkin. Above the pumpkin are green roofs and golden walls, and below are bright doors and windows.

2. Tell paragraphs 4-6

Teacher: Who wants to see the pumpkin house? What did they say? What was the result?

Teacher: Uncle Goat and Brother Piggy want to have a look at the pumpkin house.

Uncle Goat said, I'm so old that I haven't seen the pumpkin house yet. Can I have a look? Beibei said: You always cough, so stand away!

Brother Piggy said, Brother Beibei, your house is really beautiful. Can I go in and have a look? Beibei said: You are so fat, you will trample on my house.

3. Tell paragraphs 7-9

Teacher: Is Beibei happy living in the pumpkin house? What problem did he encounter? Who helped him? In what way did you solve the problem?

Teacher: What else can you do to help Beibei repair the pumpkin house? What happened to the pumpkin house? Why is there such a change?

Summary: Baby Bear lives alone in the pumpkin house. She is not happy at all and a little lonely, but in the end, she invites many small animals to live together, help each other and live happily and noisily. Therefore, children should also learn to share, for example, you can share anything interesting and delicious with other children, and be lively and happy.

Fourth, read and speak words

Understand the upper and lower levels, and complete the practice of writing and speaking words.

reflection on teaching

1. In the first stage, children watch pictures and listen to stories carefully, but in the second stage, because they don't have a good grasp of intonation, tone and voice changes of different roles, children begin to pay attention to distraction and have little interest.

This is a language activity, the purpose of which is to make young children speak and talk boldly. So I encourage children to raise their hands to answer questions, and I want to let them know more about the details and deeper meaning of the story through the form of asking and answering. In the process of implementation, a child was shy and covered his face because of answering questions, while other children laughed at him. At this time, he didn't notice that he should show his attitude in time, for example, "Teachers don't like to make fun of children who are brave enough to answer questions, so it is great to get up and answer questions, and there is no need to be shy".

Therefore, in the next questioning session, children have this kind of problem, which makes it difficult to ask questions, the enthusiasm of children is greatly reduced, and the interaction is poor, which makes those children who want to answer questions timid.

2. The questions in the whole process are too single and closed, leaving children with no room to organize their own language and express their meaning. What would you do if you were Beibei and had a pumpkin house? "If you want to go to Beibei's pumpkin house, how will you persuade Beibei to let you in?" Two questions will increase the openness and interest of the activity.

3. The last ending is the extended meaning of the story-learn to share, and the ending is too hasty. You should let the children talk about it, such as asking, "What would you do if you also had fun toys and delicious food?" Is it used by yourself or will it be shared with other children? " Let the children discuss and speak. Teaching plan of pumpkin house in middle class language 4

Activity objectives:

1. Guide children to perceive and understand the content of the lecture during playing, watching and speaking.

2. Encourage children to tell the content of pictures boldly by creating situations.

3. Experience the fun of telling activities.

Activity preparation:

1. Pictures related to the story. Some headdresses of voles, woodpeckers and rabbits

2. The objects of corn, caterpillar and radish are arranged in the scene.

Activity process:

1. Create situations to stimulate children's interest in participating in activities.

teacher: voles, woodpeckers and rabbits, let's go outside and find something to eat!

(Guide children to find the corresponding food and encourage them to learn the sounds made by animals when they eat)

2. Sit around and share the experience of eating and encourage children to imitate each other.

Question: What do voles (woodpeckers, rabbits) like to eat? How do you chew corn (pecking at green worms, biting radishes)?

Mutual theory: "Goo-chee, Goo-chee" gnaws at corn, "DuDu" pecks at caterpillar, and "Gaba-Gaba" bites radish

3. Help children understand the content of the story by operating activity teaching AIDS.

Transition: What else do you see in the field? (Show the pumpkin) Theory: Round and big

(1) Understand the first part of the story.

Question: The voles are still hungry. What will they do when they see the pumpkin? How do voles chew pumpkins?

(Teacher's operation: make a big hole in the pumpkin) While operating, he said, "Goo, chee, cheep" and chew a big hole in the pumpkin.

question: what does this big hole look like?

(2) Use the same form to help children understand and tell the second and third parts of the plot.

children can also be invited to participate in the operation, which will arouse their interest in telling stories.

(3) Ask children to look at the last picture to help them understand what the pumpkin finally became.

4. Guide the children to fully appreciate the content while looking at the pictures.