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幼兒園一等獎活動方案《我的爸爸》中班父親節(jié)主題教案【幼兒教案】\o"父親節(jié)教案"#父親節(jié)教案活動目標(biāo)1.愿意向同伴介紹自己的爸爸,介紹爸爸的外形特征與工作職業(yè)2、理解爸爸工作的辛苦,樂意大膽表達(dá)對爸爸的愛。3、萌發(fā)愛自己爸爸的情感活動準(zhǔn)備1、每人帶一張自己爸爸的照片與各種美工材料及區(qū)域材料具體活動方案及流程活動設(shè)計意圖:每年6月份的第三個星期天是“父親節(jié)”。以往,我們總是過三八婦女節(jié)、母親節(jié),唱的歌也總是“世上只有媽媽好!”幼兒對媽媽的情感和依戀遠(yuǎn)超過對爸爸的情感,其實(shí),父親也有其溫柔的一面,父親也有著與子女嬉戲的渴望。因此,利用父親節(jié)設(shè)計此次活動來激發(fā)孩子關(guān)愛爸爸的意識。盡可能讓幼兒體會情感,讓孩子知道爸爸工作的辛苦,自己也應(yīng)該關(guān)心爸爸,并能用相應(yīng)的語言表達(dá)出來活動一:語言領(lǐng)域談話活動我的爸爸活動目標(biāo):1、愿意向同伴介紹自己的爸爸,介紹爸爸的外形特征與工作職業(yè)。2、能認(rèn)真觀察爸爸的外形特征,并畫出五官的特點(diǎn)。3、理解爸爸工作的辛苦,樂意大膽表達(dá)對爸爸的愛。一、開始部分談話導(dǎo)入:我們每一個人都有一個爸爸,每個人的爸爸都不一樣。今天我們請小朋友來說說你的爸爸是什么樣子的?他的職業(yè)是什么?二、基本部分引導(dǎo)幼兒圍繞“我的爸爸”自由交談,將幼兒分成小組,要求幼兒拿著自己帶來的照片向同伴作介紹。在自由交談后,請個別幼兒在集體面前談自己的爸爸,大膽地講出自己對爸爸的認(rèn)識。爸爸有哪些特點(diǎn)?爸爸在家喜歡做什么?請幼兒學(xué)一學(xué)爸爸的樣子,你喜歡你的爸爸嗎?為什么?你在家最喜歡和爸爸做什么?你們爸爸的本領(lǐng)都很大的,每天上班很辛苦的,你們愛不愛他呢?你為爸爸做過什么事來表現(xiàn)你很愛他的呢?你可以和周圍的朋友商量一下可以為爸爸做些什么事讓爸爸高興?再過兩天就是父親節(jié)了,請你們?yōu)樽约旱陌职之嬕环嬒褡鳛楦赣H節(jié)的禮物送給爸爸們。幼兒自由繪畫,教師巡回指導(dǎo),完成畫像的幼兒可引導(dǎo)在畫面中進(jìn)行添畫。三、結(jié)束部分整理繪畫材料,請幼兒相互欣賞交流繪畫內(nèi)容,自然結(jié)束活動。。StudeA
TheanswerstoExercise3are:Iwornout2tryon3slowdown4madeupmymind5ampleasedwith6wereangrywith,deserveto7atleast8asif9carriedonIX.SummaryExercisesinclass
Fillintheblanksaccordingtothetextinthisunit.
LucyandLilyare___1___.Theyarelivingtogether___2___.Butsometimestheyfight.Itdoesn'tlasttoo___3___.They___4___verywellwitheachotheragain.
Theylook___5__,soit'shardforpeopletorecognizethem:WhoisLucy___6__Lily.Wealways___7___mistakes.Theyfeel___8__.Theylikemostofthesamethings,forexample:music,foodand___9__.ButLilylikesto___10__,Lucylikesto___11__,theydon’tlikethesamecolour,____12___.Sotheyhavesome___13____Sometimestheydisagree,buttheynever___14__.Theyloveeachotherandtheyare___15___happythattheyaretwins.
Answers:1.twins
2.mostofthetime
3.long
4.geton
5.thesame
6.or
7.make
8.thesame
9.books
10.dance
11.sing
12.either
13.differences
14.fight
15.bothX.Homework
Prepareforthefinalexamination.nnePlaythetapeorforthestudentstolistenandfindtheanswer,thenlookattheworkbook,Exercise1,gothroughthequestionswiththestudentsandmakesuretheycanunderstandwhattheymean.Playthetapeagain,letthestudentsdiscusstheiranswersinpainsbeforetheteachercheckstheanswerswiththewholeclass.V.Presentation
Showthestudentsamapoftheworld,andask:Whatmapisit?Helpthestudentsfind“China”and“India”onthemap.Letthestudentsdiscussthetwocountries:Theyaredevelopingcountries.Theyhavealargepopulationintheworld.
Ask:What’sthepopulationofChinaandwhat’sthepopulationofIndia?LetthestudentsreadPart2andanswerthequestions.(China'spopulationis1328000000andIndia'spopulationis1000000000).That’stosayIndia’spopulationissmallerthanChina’s.Askthestudentstousethewordsintheboxtocompletethepassage,thenreadtogether,finallyaskthestudentstoretellthetext.’sBestFriendDoyouwantafriendwhomyoucouldtelleverythingto,likeyourdeepestfeelingsandthoughts?Orareyouafraidthatyourfriendwouldlaughatyou,orwouldnotunderstandwhatyouaregoingthrough?AnneFrankwantedthefirstkind,soshemadeherdiaryherbestfriend.AnnelivedinAmsterdamintheNetherlandsduringWorldWarⅡ.HerfamilywasJewishsonearlytwenty-fivemonthsbeforetheywerediscovered.Duringthattimetheonlytruefriendwasherdiary.Shesaid,”Idon’twanttosetdownaseriesoffactsinadiaryasmostpeopledo,butIwantthisdiaryitselftobemyfriend,andIshallcallmyfriendKitty.”NowreadhowshefeltafterbeinginthehidingplacesinceJuly1942.Thursday15thJune,1944DearKitty,Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature.Icanwellrememberthattherewasatimewhenadeepbluesky,thesongofthebirds,moonlightandflowerscouldneverhavekeptmespellbound.That’schangedsinceIwashere.…Forexample,oneeveningwhenitwassowarm,Istayedawakeonpurposeuntilhalfpasteleveninordertohaveagoodlookatthemoonbymyself.Butasthemoongavefartoomuchlight,Ididn’tdareopenawindow.Anothertimefivemonthsago,Ihappenedtobeupstairsatduskwhenthewindowwasopen.Ididn’tgodownstairsuntilthewindowbadtobeshut.Thedark,rainyevening,thewind,thethunderingcloudsheldmeentirelyintheirpower;itwasthefirsttimeinayearantsexercise,fit,strong,pollutionshare…with…,notice,payattentionto,signals,safetyrules,helmets,light-colored,reflectors,incaseof,firstaid,call120Stage4:Post-readingFinishEx.2andatranslationtask.Stage5:ProjectHowcanwebesafeontheroad?Writeapassageaccordingtotheinformationin3,addyourownideas.Thefollowingwordsmayhelpyou.should(not)/must(not)/hadbetter(not)playontheroad;listentomusic;lookleft/right;payattentionto;obeytrafficrules;firstaid;Stage5:Summaryandhomework1.Summary:Newwordsandphrases:truck,notice,safety,inaword,lookout,payattentiontoUsefulexpressions:Bicycleridingisgoodexercise.Inaword,thebestwaytobesafeistobecareful.Safetyrulesforbikeriders:Theymustwearhelmetstoprotecttheirheads.…,bicycleridersshouldknowhowtogivefirstaid.2.Homework:a)ReviewthekeypointinSectionC.(2)CompletethepassageofProject.(3)PreviewSectionD.Collectinformationaboutbicycleraces.V.BlackboarddesignSectionCWordsandexpressionssafety,truck,notice,injury,signal,payattentionto,incaseofcanmastertherulesofchangingoriginalverbsintopasttense,forexample,learn-learnt,study-studiedandsoon.Abilityaims:Students’abilityoflisteningwillbeimprovedandtheycanmakeanewconversationbyusingsimplepasttense.Emotionalaims:StudentswillbeinterestedinlearningEnglishgrammarandtheywillhavethecouragetochallengethenewthings.Teachingkeypointsanddifficultpoints:Keypoints:Studentscanmastertherulesofchangingoriginalverbsintopasttense,forexample,learn-learnt,study-studiedandsoon.Abilityaims:Students’abilityoflisteningwillbeimprovedandtheycanmakeanewconversationbyusingsimplepasttense.Emotionalaims:StudentswillbeinterestedinlearningEnglishgrammarandtheywillhavethecouragetochallengethenewthings.Teachingkeypointsanddifficultpoints:Keypoints:Studentscanmastertherulesofchangingoriginalverbsintopasttense.Difficultpoints:Studentswillusesimplepasttensetodescribeanunforgettableexperiencethathappenedinthepast.Teachingprocedures:Studentscanmastertherulesofchangingoriginalverbsintopasttense,forexample,learn-learnt,study-studiedandsoon.Abilityaims:Students’abilityoflisteningwillbeimprovedandtheycanmakeanewconversationbyusingsimplepasttense.Emotionalaims:StudentswillbeinterestedinlearningEnglishgrammarandtheywillhavethecouragetochallengethenewthings.Teachingkeypointsanddifficultpoints:Keypoints:Studentscanmastertherulesofchangingoriginalverbsintopasttense.Difficultpoints:Studentswillusesimplepasttensetodescribeanunforgettableexperiencethathappenedinthepast.Teachingprocedures:Step1Lead-inGreetstudentsandsingasongYesterdayoncemore.Askstudentsthetopicofthissongthenleadinthenewclassnaturally.(Justification:thesong’stopicrelatestothepastanditisaveryclassicEnglishsong,sostudentswillbedrownedinthemusiceventrytostudythissong.)Step2Pre-listeningGivesomeexamplestointroducetherulesofchangingoriginalverbsintopasttense.Letstudentsmakesomesentencestodescribeanexperienceoftheirown.(Justification:studentswillbefamiliarwiththegrammarpoithefirstperiod(sectiona1a-1c)warm-upaskstudents“wheredoeshe/shelive?”“wheredoilive?”,givestudentstheanswer“iliveinthisneighborhood”(showssthepictureonthescreen).word-teach?directss’attentiontothepictureonthescreenandaskss“what’sthis?”,presentthenamesoftheplacesontheboard.?giveplentyofopportunityforbothchoralandindividualrepetitionofthenewwords.?referto1aand1binsectionaonp7.targetlanguage-teach?havesslookatthepictureonthescreenagainandask“is/arethere...?”,presentsstheanswers“yes,thereis/are.”“no,thereisn’t/aren’t.”.?ontheboard,writethemodels.?havesslookatthepictureandtheexamplequestionandanswertogether,havethemtaketurnspracticingaskingandansweringquestions.?invitevolunteerstorole-playtheirdialogs.makeasurvey?organizessintogroups,havethemmakeasurveybyaskingothersinthegroupquestionsyes/nowherepostofficetandtheycanhaveabasicawarenessoftheEnglishgrammar.)Step3While-lisening1.ExtensivelisteningListentothetapeforthefirsttimeandanswerthequestUnit1Howdoyoustudyforatest?Teachingaims:Knowledgeaim:Studentscanaccumulatesomeusefulwordsthroughreading,suchasfrustrating,conversationandsoon.StudentswilllearnmorewaystolearnEnglishbetter.Abilityaim:Studentscanusesomebasicreadingstrategiesincludingskimming,scanningandpredictiontoreadefficiently.Emotionalaim:StudentswillbeinterestedinlearningEnglishandcanfindthebestwaytolearnEnglishwell.Keypointsanddifficultpoints:Keypoints:Studentscanmastersomeusefulexpressionsandcomprehendthecontentofthispassage.Difficultpoints:Studentscanmastersomeusefulreadingstrategiesandputthemintopractice.TeachingAids:PPT.picturesTeachingProcedures:Step1leadin1.Greetingwithmystudents2.FreetalkLetstudentstalkaboutwhytheylearnEnglishfreelyandinvitesomestudentstosharetheirideawithus.S1:becauseitisveryusefulforustocommunicatewithforeigners…S2:becauseweshouldhaveagoodscoreinEnglishexamination.Bythisway,teacherwillleadstudentstothinkanotherquestionastheybelievedthatEnglishisveryimportantinourlife.“HowcanwelearnEnglishwell?”thenteacherwillleadintoday’stopic“howdoyoulearnbest?”Step2Pre-readingDiscussionandpredictionTeacherwillencouragestudentstodiscusswiththeirpartnersaboutthewaytheyusuallyusetostudyEnglish,atthesametime,letthempredictwhattheauthorwilltellusinthispassage.Step3While-reading1.GlobalreadingAskstudentstoskimthepassageandtrytosummarizethegeneralideaofit.Thenletstudentsscanthepassageforsomespecificinformationandanswerthefollowingquestions,“Howmanypersonsarementionedinthispassage?”“Howmanywaysdothecharactersmentioninthispassage?”2.DetailedreadingStudentswillberequiredtoreadthepassageagaintofinishthechartbelowthepassage.Step4post-reading1.DealwiththelanguagepointsAfterstudentshavefinishedreading,Teacherwillaskthemtrytofindthenewwordsandexpressionsinthepassage.Theyshouldtrytolearnthembythemselves.Thenwewilldealthemtogether.2.PairworkStudentswillworkinpairstodoasurveybyusingtheexpressionsonthetextbook.Thentheyshouldfinishthechartbelowthepassage.SummaryandhomeworkAskstudentstodoasurveyonmorestudentsabouttheirwaysoflearningEnglish.Blackboarddesignion:Whataretheytalkingabout?(Justification:students’abilityofgettingmainideathroughextensivelisteningwillbeimproved.)2.IntensivelisteningListentothetapeonemoretimeandanswerthequestions:1.WhatdoesLingling’sgrandmado?2.WhatdoesLingling’sgrandpado?3.IsLingling’sgrandpalearningEnglishnow?(Justification:thesequestionscanhelpstudentsgraspsomedetailedinformationofLingling’sfamily,andalso,theirlisteningabilitywillbeimproved.)Step4Post-listeningFourstudentsinagroup,shareanunforgettableexperiencewiththeirpartners.PaWoman:Goodmorning,sir!CanIhelpyou?Dad:Yes,please.Whatw1youlike,Ann?Ann:Al2bowlofnoodlesw3carrotandbeef.I’mhungry.Dad:Anythingtod4?Ann:Yes.Aglassoforangej5.Dad:OK.Whata6you,Tom?Tom:I’mnoth7.Justab8ofwater.Dad:Allright.AndI’dl9acupoftea.Woman:H10youare.Dad:Thankyou.yattentiontousethesimplepasttense.After5minutes,somestudentswillbeinvitedtoshareinfrontoftheclass.(Justification:thisactivitycanhelpstudentsimprovetheirspeakingability,andcanprovidethemachancetoapplytheknowledgeintorealsituation.)Step5SummaryandhomeworkSummary:Inviteonestudenttosummarizewhatwehavelearnedtoday,andtheteacherwillgivesomehelptocomplete.Homework:AskstudentstosharetheexperiencewiththeirparentsinEnglishafterclass.Blackboarddesign:Step1Lead-inGreetstudentsandsingasongYesterdayoncemore.Askstudentsthetopicofthissongthenleadinthenewclassnaturally.(Justification:thesong’stopicrelatestothepastanditisaveryclassicEnglishsong,sostudentswillbedrownedinthemusiceventrytostudythissong.)Step2Pre-listeningGivesomeexamplestointroducetherulesofchangingoriginalverbsintopasttense.Letstudentsmakesomesentencestodescribeanexperienceoftheirown.(Justification:studentswillbefamiliarwiththegrammarpointandtheycanhaveabasicawarenessoftheEnglishgrammar.)Step3While-lisening1.ExtensivelisteningListentothetapeforthefirsttimeandanswerthequestion:Whataretheytalkingabout?(Justification:students’abilityofgettingmainideathroughextensivelisteningwillbeimproved.)2.IntensivelisteningListentothetapeonemoretimeandanswerthequestions:1.WhatdoesLingling’sgrandmado?2.WhatdoesLingling’sgrandpado?3.IsLingling’sgrandpalearningEnglishnow?(Justification:thesequestionscanhelpstudentsgraspsomedetailedinformationofLingling’sfamily,andalso,theirlisteningabilitywillbeimproved.)Step4Post-listeningFourstudentsinagroup,shareanunforgettableexperiencewiththeirpartners.Payattentiontousethesimplepasttense.After5minutes,somestudentswillbeinvitedtoshareinfrontoftheclass.(Justification:thisactivitycanhelpstudentsimprovetheirspeakingability,andcanprovidethemachancetoapplytheknowledgeintorealsituation.)Step5SummaryandhomeworkSummary:Inviteonestudenttosummarizewhatwehavelearnedtoday,andtheteacherwillgivesomehelptocomplete.Homework:AskstudentstosharetheexperiencewiththeirparentsinEnglishafterclass.Blackboarddesign:Studentscanmastertherulesofchangingoriginalverbsintopasttense.DifficTheteacherasksthestudentstoread1aandmatchthetopicsentencewitheachparagraph.Thenwriteatitleforthepassageintheboxabove.2.Readandunderstand.Theteacherplaysaflashaboutthetext.Afterwatchingit,thestudentsshouldfindtheanswerstothequestionsin1c.(1)Whatdopeopleusebicyclesfor?(2)Whyisbicycleridinggoodexercise?(3)Howdobicycleridersprotecttheirheads?(4)Whatmustbicycleridersdowhenridingatnight?(5)Ifabicycleriderisbadlyhurtinatrafficaccident,whatshouldhe/shedo?3.Dosomelistening.Listento1aandfindout
ultpoints:Studentswillusesimplepasttensetodescribeanunforgettableexperiencethathappenedinthepast.Teachingprocedures:Step1Lead-inGreetstudentsandsingasongYesterdayoncemore.Askstudentsthetopicofthissongthenleadinthenewclassnaturally.(Justification:thesong’stopicrelatestothepastanditisaveryclassicEnglishsong,sostudentswillbedrownedinthemusiceventrytostudythissong.)Step2Pre-listeningGivesomeexamplestointroducetherulesofchangingoriginalverbsintopasttense.Letstudentsmakesomesentencestodescribeanexperienceoftheirown.(Justification:studentswillbefamiliarwiththegrammarpointandtheycanhaveabasicawarenessoftheEnglishgrammar.)Step3While-lisening1.ExtensivelisteningListentothetapeforthefirsttimeandanswerthequestion:Whataretheytalkingabout?(Justification:students’abilityofgettingmainideathroughextensivelisteningwillbeimproved.)2.IntensivelisteningListentothetapeonemoretimeandanswerthequestions:1.WhatdoesLingling’sgrandmado?2.WhatdoesLingling’sgrandpado?3.IsLingling’sgrandpalearningEnglishnow?(Justification:thesequestionscanhelpstudentsgraspsomedetailedinformationofLingling’sfamily,andalso,theirlisteningabilitywillbeimproved.)Step4Post-listeningFourstudentsinagroup,shareanunforgettableexperiencewiththeirpartners.Payattentiontousethesimplepasttense.After5minutes,somestudentswillbeinvitedtosh
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