Umbrella teaching plan for small class language animals

In teachers' actual teaching activities, it is very necessary to carefully design teaching plans, which helps us to accurately grasp the key points and difficulties of teaching materials and then choose appropriate teaching methods. So do you know how to write a formal lesson plan? The following is my small class language animal umbrella teaching plan. Welcome to read the collection.

Small class language animal umbrella teaching plan 1 activity goal:

1, learn nursery rhymes initially, and form nursery rhymes with the sentence "… is the umbrella of …".

Learn to overlap the words "high", "round", "green" and "red".

Activity preparation: PPT courseware

Activity flow:

First, import:

1. One day, it was very sunny. In the beautiful forest, all the small animals come out to play. Let's see who's here.

2. The little animals are having fun, and suddenly ... (Put down the rain music)

It's raining. What should the animals do?

Show pictures of trees, mushrooms, lotus leaves and flowers. Please guess what small animals can be used as umbrellas.

Second, learn nursery rhymes.

1. The teacher read the children's songs aloud.

2. What's the name of the children's song?

Who is hiding under the big tree? What did the teacher say about this sentence in children's songs? Theory: The tree is the umbrella of the bird.

Who is hiding under the lotus leaf? (It turns out that the lotus leaf is the frog's umbrella) Theory: The green lotus leaf is the frog's umbrella.

Whose umbrella is the mushroom?

Theory: Round mushrooms are rabbits' umbrellas.

Whose umbrella is this flower?

Theory: Red flowers are butterflies' umbrellas: when it rains, small animals turn their familiar things into interesting umbrellas.

7. Teachers and children practice children's songs in groups. Teacher: A tall tree is a child; a bird's umbrella.

8. exchange practice nursery rhymes 9. Read nursery rhymes collectively

Third, create children's songs.

1. Whose umbrella can that big tree be besides the bird's umbrella?

2. Guide the children to write with the sentence "… is the umbrella of …". Will you extend the invitation to go back to the classroom and read your own children's songs to everyone?

Attached to the children's song "Umbrella of Small Animals"

Hua, it's raining Tall trees are umbrellas for birds, green lotus leaves are umbrellas for frogs, round mushrooms are umbrellas for rabbits, and red flowers are umbrellas for butterflies. Hua, it's raining Everyone has an umbrella.

Small class language small animal umbrella teaching plan 2 activity goal:

1, learn nursery rhymes initially, and form nursery rhymes with the sentence "… is the umbrella of …".

Learn to overlap the words "high", "round", "green" and "red".

3. Help children experience and understand stories and try to explain simple things.

4. Learn to observe pictures carefully and orderly, understand pictures, and describe the contents of pictures in clear language.

Activity preparation:

PPT courseware activity flow:

First, import:

1. One day, it was very sunny. In the beautiful forest, all the small animals come out to play. Let's see who's here.

2. The little animals are having fun, and suddenly ... (Put down the rain music) 3. It's raining. What should the animals do?

Show pictures of trees, mushrooms, lotus leaves and flowers. Please guess what small animals can be used as umbrellas.

Second, learn nursery rhymes.

1. The teacher read the children's songs aloud.

2. What's the name of the children's song?

Who is hiding under the big tree? What did the teacher say about this sentence in children's songs? Theory: The tree is the umbrella of the bird.

Who is hiding under the lotus leaf? (It turns out that the lotus leaf is the frog's umbrella) Theory: The green lotus leaf is the frog's umbrella.

Whose umbrella is the mushroom?

Theory: Round mushrooms are rabbits' umbrellas.

Whose umbrella is this flower?

Theory: red. Flowers are butterflies' umbrellas. Summary: When it rains, small animals turn their familiar things into interesting umbrellas.

7. Teachers and children practice children's songs in groups. Teacher: What is that tall tree?

Child: Bird's umbrella 8. Exchange and practice nursery rhymes 9. Read children's songs collectively 3. Create children's songs 1. Whose umbrella can that tree be besides the bird's umbrella?

2. Guide the children to write with the sentence "… is the umbrella of …". Will you extend the invitation to go back to the classroom and read your own children's songs to everyone?

Attached to the children's song "Umbrella of Small Animals"

Hua, it's raining Tall trees are umbrellas for birds, green lotus leaves are umbrellas for frogs, round mushrooms are umbrellas for rabbits, and red flowers are umbrellas for butterflies. Hua, it's raining Everyone has an umbrella.

Activity reflection:

During the activity, I organized the activity through group discussion and group demonstration, and used courseware demonstration to inspire and ask questions to let the children break through the difficulties in watching, listening, moving and playing. The whole activity is centered on children. They learn through various sensory participation and hands-on operation, express themselves in a relaxed atmosphere, and improve children's oral expression ability and sensitivity to the beauty of poetry.

Because this activity added courseware teaching and hands-on operation, it can better mobilize the enthusiasm of children and let them learn the content of poetry more intuitively. Teachers' purposeful questioning and guidance will make children's activities clearer and the learning effect will be good. In the hands-on operation, children are provided with opportunities to express themselves freely and communicate and cooperate with their peers. It can help children to consolidate their learning knowledge, cultivate their oral expression ability and the feelings of mutual care, help and cooperation in the group. Because children are young and their attention is not easy to concentrate, individual children are easily influenced by the surrounding things in their activities, and there is a phenomenon of slipping numbers. I will bring my children into the activities through conscious guidance and questioning, so that all children can carry out activities well.

Therefore, poetry has changed the traditional teaching methods, making activities in a lively, pleasant and relaxed atmosphere, and communicating equally through discussion, teacher-student interaction and life-to-life interaction. According to the characteristics of poetry, children should be guided to learn actively at multiple levels and in various forms, so that children can experience the feeling of happiness and fun. The foothold of teaching is always to cultivate children's innovative consciousness and active and happy learning.