幼兒園中班戶外建構(gòu)游戲《炭燒積木》活動(dòng)分析反思【幼兒教案】

幼兒園中班戶外建構(gòu)游戲?炭燒積木》活動(dòng)分析反思【幼兒教案】

炭燒積木，讓孩子愛(ài)上搭建炭燒積木由各種形狀的木塊組成，經(jīng)過(guò)孩子的智慧會(huì)搖身一變成為長(zhǎng)城，也可以變成新的部落和城市。孩子玩炭燒積木的好處有哪些？

一、認(rèn)識(shí)幾何從這里開(kāi)始。積木套裝是由各種形狀不同大小的積木組成，這里就是孩子認(rèn)識(shí)幾何的開(kāi)始，也是孩子了解世界的開(kāi)始。規(guī)范積木具有一定的尺寸和比例,孩子在擺弄過(guò)程中,可以感知積木不同的形狀、比例、大小、粗細(xì)、高矮、長(zhǎng)短等等。

二、這里是孩子想象力騰飛的天空。小小積木就像是一個(gè)個(gè)漢字,咋看沒(méi)有特別,但是組合起來(lái)就會(huì)變成美妙的文章,感人的字語(yǔ),而積木搭建起來(lái)就是亭臺(tái)樓閣,幻想宮殿。小朋友在搭建積木前要先構(gòu)思好最終的模樣，要思考挑選什么樣的木塊才能實(shí)現(xiàn)他們所構(gòu)思的項(xiàng)目。積木玩具對(duì)兒童的想象力,結(jié)構(gòu)思維，造型能力是很好的鍛煉，而且可開(kāi)展孩子們的空間知覺(jué)，發(fā)明力，發(fā)揮兒童組織力和理解力，增強(qiáng)耐力及對(duì)建筑科學(xué)的興趣。所以，積木能為孩子提供想象的廣大天地，可有力地促進(jìn)孩子發(fā)明思維開(kāi)展，培養(yǎng)孩子發(fā)明能力。

三、這里是演奏手眼腦協(xié)調(diào)曲的音樂(lè)廳。小朋友在搭建積木項(xiàng)目運(yùn)用思維的同時(shí)，會(huì)可以鍛煉手眼的協(xié)調(diào)能力。積木玩具的搭建是件細(xì)心全面的工作，幢樓房需要幾十塊積木才能搭成，因而要求孩子認(rèn)真、細(xì)心、堅(jiān)決地去實(shí)現(xiàn)。孩子們?cè)诠餐?/p>

建造活動(dòng)中，還能形成良好的集體品德，增進(jìn)有關(guān)立體造型方面的藝術(shù)知識(shí)、技能。?

????四、這里有理性思維的殿堂。?

????玩積木過(guò)程當(dāng)中還可以培養(yǎng)孩子的數(shù)學(xué)推理能力以及邏輯思維能力。難度相當(dāng)?shù)姆e木玩具還有助于培養(yǎng)孩子工作學(xué)習(xí)的耐性。通常而言,絕大多數(shù)的積木玩具都只是由簡(jiǎn)單的正方形和長(zhǎng)方形組成，小朋友一天就會(huì)玩膩。但是如果孩子們認(rèn)真的對(duì)待積木游戲，實(shí)際上又可以不斷重復(fù)出新把戲。孩子們可以不斷的重復(fù)工作或者動(dòng)手，就可以搭建大的玩具模型，容易給孩子們成就感。實(shí)際上，成年人的很多工作，也是在不斷的重復(fù)一些簡(jiǎn)單的動(dòng)作，或者思維方式，然后，發(fā)明出復(fù)雜多變的勞動(dòng)成果的。電腦程序設(shè)計(jì)的工作,和玩積木是沒(méi)有什么很大的區(qū)別的。?

????五、對(duì)語(yǔ)言和社交能力也是有所裨益。?

????小朋友們一起搭建積木的時(shí)候，往往需要進(jìn)行想法的交流協(xié)調(diào)。示例把搭積木的想法敘述出來(lái)，想和別人交換積木等等，都需要語(yǔ)言的支持。因此，玩積木也是開(kāi)展語(yǔ)言和社交的好時(shí)機(jī)。??

孩子在玩炭燒積木的過(guò)程中可以發(fā)揮自己的想象力和發(fā)明力，然后根據(jù)自己的創(chuàng)意進(jìn)行設(shè)計(jì)和構(gòu)建，這個(gè)過(guò)程實(shí)際上是就是對(duì)寶寶右腦的開(kāi)發(fā)~

Stude

A

Properties:Recorder,OverheadProjectorandamapofworld.

TeachingObjectives:

1.Practiselisteningability.

2.Revisethegrammar:theComparativeDegreesofAdjectiveandAdverbs

ThePastPerfectTense

LanguageFocus:Checkpoint18

TeachingProcedures:

I.Showingtheteachingaims

II.Revision

Checkhomework,thenaskthestudentstoreadthepartners'homeworktosharewitheachother.

RevisetheuseoftheInfinitive

III.leadingin

T:Todaywe'lllearnsomethingaboutCoco.Doyouknowwheresheisfrom《

IV.Listeningpractice

Playthetapeorforthestudentstolistenandfindtheanswer,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.

VI.Practice

RevisetheGrammar:ThePastPerfectTense,givesomeexamples:

1.Hehadleftbeforehiswifecameback.

2.IrememberedthatPeterhadalreadygotabike.

3.Bytheendoflastmonth,hehadlearned2000newwords.

4.WhenIgottothecinema,thefilmhadbegun.

ThenaskthestudentstodoExercise3.Theanswersare:1C2E3A4B5D.Letthe

studentsreadthesesentencestogether.

VII.Practice

AskthestudentstodoExercise4first,thenchecktheanswers.Theanswersare:had,in,is,more,the,had,to,in,had,that,to,us,and,to

VIII.Workbook

Givethestudentsfiveminutestofinishworkbook.DoExercises1,3and4.Thenchecktheanswers.

TheanswerstoExercise1are:took,went,found,was,called,told,hadhappened,said,wouldgo,came,wasfound,checked,founded,said,stole,went,enjoyed,came,found,hadstolen,had

TheanswerstoExercise3are:Iwornout2tryon3slowdown4madeupmymind5ampleasedwith6wereangrywith,deserveto7atleast8asif9carriedon

IX.Summary

Exercisesinclass

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.both

X.Homework

Prepareforthefinalexamination.

Lesson70教學(xué)設(shè)計(jì)計(jì)劃

Properties:Computer,Projector,PPTdocumentprovided.

TeachingObjectives:

1.Letthestudentsunderstandthedialogueandlearnnewwords.

2.GooverthePastPerfectTense.

LanguageFocus:

Newwords:British,fail,summit,misty,mist

Usefulexpressions:disappearinto,thefirstmentodotins,trytoreachthetopof

TeachingProcedures:

I.Showingtheteachingaims

II.Revision

AskthestudentstoactoutthedialogueisprovidedinLesson69-1.asf

III.Leadin

GivethestudentssomeinformationandpicturesaboutMountQomolangma,andchecktheirhomework.LetthemspeaksomethingaboutthehistoryofclimbingtheMountQomolangma.

Forexample:

Itwasformed60millionyearsagoandascendstotheheightof8850.SurveyorGeneralAndrewWaughproposedtonamethemountainEverestafterhispredecessor,GeorgeEverest.Thisnameprevaileduntiltoday,althoughthemountainhastwolocalnames-QomolangmainTibetan,SagarmathainNepali.

IV.Watchandlisten

AskthestudentstowatchtheflashBecauseitisthere.swfwhichisprovided.Listenthetextcarefully,andfinishthequestions:

TrueorFalse

1.MountQomolangmaisthetallestmountainintheworld.()

2.GeorgeMalloryisaprofessional(職業(yè)的)mountainclimber.()

3.Malloryhadtriedfourtimestoreachthetopofthemountain.()

4.In1921hetriedtoclimbthemountainforthefirsttime.()

5.EdmundHillaryandTenzingNorgaywerethoughttobethefirstmentoreachthetopofthemountain.

()

6.EdmundHillaryfoundMallory’sbodyin1999.()

Answers：

1.√

2.×

3.×4.√

5.√6.×

V.Readthetext

Letthestudentsreadthetextcarefullyandgraspthemainideaofthisarticle.Andfindoutwhathappenedindifferentyears(1921,1922,1924,1953,1999).

nne’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;itwasthefirsttimeinayearan

tsexercise,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-in

GreetstudentsandsingasongYesterdayoncemore.

Askstudentsthetopicofthissongthenleadinthenewclassnaturally.

(Justification:thesong’stopicrelatestothepastanditisaveryclassicEnglishsong,sostudentswillbedrownedinthemusiceventrytostudythissong.)

Step2Pre-listening

Givesomeexamplestointroducetherulesofchangingoriginalverbsintopasttense.

Letstudentsmakesomesentencestodescribeanexperienceoftheirown.

(Justification:studentswillbefamiliarwiththegrammarpointandtheycanhaveabasicawarenessoftheEnglishgrammar.)

Step3While-lisening

1.Extensivelistening

Listentothetapeforthefirsttimeandanswerthequest

Unit1Howdoyoustudyforatest《

Teachingaims:

Knowledgeaim:

Studentscanaccumulatesomeusefulwordsthroughreading,suchasfrustrating,conversationandsoon.

StudentswilllearnmorewaystolearnEnglishbetter.

Abilityaim:

Studentscanusesomebasicreadingstrategiesincludingskimming,scanningandpredictiontoreadefficiently.

Emotionalaim:

StudentswillbeinterestedinlearningEnglishandcanfindthebestwaytolearnEnglishwell.

Keypointsanddifficultpoints:

Keypoints:Studentscanmastersomeusefulexpressionsandcomprehendthecontentofthispassage.

Difficultpoints:Studentscanmastersomeusefulreadingstrategiesandputthemintopractice.

TeachingAids:PPT.pictures

TeachingProcedures:

Step1leadin

1.Greetingwithmystudents

2.Freetalk

LetstudentstalkaboutwhytheylearnEnglishfreelyandinvitesomestudentstosharetheirideawithus.

S1:becauseitisveryusefulforustocommunicatewithforeigners…

S2:becauseweshouldhaveagoodscoreinEnglishexamination.

Bythisway,teacherwillleadstudentstothinkanotherquestionastheybelievedthatEnglishisveryimportantinourlife.“HowcanwelearnEnglishwell《〞thenteacherwillleadintoday’stopic“howdoyoulearnbest《〞

Step2Pre-reading

Discussionandprediction

TeacherwillencouragestudentstodiscusswiththeirpartnersaboutthewaytheyusuallyusetostudyEnglish,atthesametime,letthempredictwhattheauthorwilltellusinthispassage.

Step3While-reading

1.Globalreading

Askstudentstoskimthepassageandtrytosummarizethegeneralideaofit.Thenletstudentsscanthepassageforsomespecificinformationandanswerthefollowingquestions,

“Howmanypersonsarementionedinthispassage《〞

“Howmanywaysdothecharactersmentioninthispassage《〞

2.Detailedreading

Studentswillberequiredtoreadthepassageagaintofinishthechartbelowthepassage.

Step4post-reading

1.Dealwiththelanguagepoints

Afterstudentshavefinishedreading,Teacherwillaskthemtrytofindthenewwordsandexpressionsinthepassage.Theyshouldtrytolearnthembythemselves.Thenwewilldealthemtogether.

2.Pairwork

Studentswillworkinpairstodoasurveybyusingtheexpressionsonthetextbook.Thentheyshouldfinishthechartbelowthepassage.

Summaryandhomework

AskstudentstodoasurveyonmorestudentsabouttheirwaysoflearningEnglish.

Blackboarddesign

ion:

Whataretheytalkingabout《

(Justification:students’abilityofgettingmainideathroughextensivelisteningwillbeimproved.)

2.Intensivelistening

Listentothetapeonemoretimeandanswerthequestions：

1.WhatdoesLingling’sgrandmado《

2.WhatdoesLingling’sgrandpado《

3.IsLingling’sgrandpalearningEnglishnow《

(Justification:thesequestionscanhelpstudentsgraspsomedetailedinformationofLingling’sfamily,andalso,theirlisteningabilitywillbeimproved.)

Step4Post-listening

Fourstudentsinagroup,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.)

Step5Summaryandhomework

Summary:Inviteonestudenttosummarizewhatwehavelearnedtoday,andtheteacherwillgivesomehelptocomplete.

Homework:AskstudentstosharetheexperiencewiththeirparentsinEnglishafterclass.

Blackboarddesign:

Step1Lead-in

GreetstudentsandsingasongYesterdayoncemore.

Askstudentsthetopicofthissongthenleadinthenewclassnaturally.

(Justification:thesong’stopicrelatestothepastanditisaveryclassicEnglishsong,sostudentswillbedrownedinthemusiceventrytostudythissong.)

Step2Pre-listening

Givesomeexamplestointroducetherulesofchangingoriginalverbsintopasttense.

Letstudentsmakesomesentencestodescribeanexperienceoftheirown.

(Justification:studentswillbefamiliarwiththegrammarpointandtheycanhaveabasicawarenessoftheEnglishgrammar.)

Step3While-lisening

1.Extensivelistening

Listentothetapeforthefirsttimeandanswerthequestion:

Whataretheytalkingabout《

(Justification:students’abilityofgettingmainideathroughextensivelisteningwillbeimproved.)

2.Intensivelistening

Listentothetapeonemoretimeandanswerthequestions：

1.WhatdoesLingling’sgrandmado《

2.WhatdoesLingling’sgrandpado《

3.IsLingling’sgrandpalearningEnglishnow《

(Justification:thesequestionscanhelpstudentsgraspsomedetailedinformationofLingling’sfamily,andalso,theirlisteningabilitywillbeimproved.)

Step4Post-listening

Fourstudentsinagroup,shareanunforgettableexperiencewiththeirpartners.Payattentiontousethesimplepasttense.After5minutes,somestudentswillbeinvitedtoshareinfrontoftheclass.

(Justification:thisactivitycanhelpstudentsimprovetheirspeakingability,andcanprovidethemachancetoapplytheknowledgeintorealsituation.)

Step5Summaryandhomework

Summary: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: