幼儿园中班户外建构游戏《炭烧积木》活动分析反思【幼儿教案】

幼儿园中班户外建构游戏《炭烧积木》活动分析反思【幼儿教案】

幼儿园中班户外建构游戏?炭烧积木》活动分析反思【幼儿教案】

炭烧积木，让孩子爱上搭建炭烧积木由各种形状的木块组成，经过孩子的智慧会摇身一变成为长城，也可以变成新的部落和城市。孩子玩炭烧积木的好处有哪些？

一、认识几何从这里开始。积木套装是由各种形状不同大小的积木组成，这里就是孩子认识几何的开始，也是孩子了解世界的开始。规范积木具有一定的尺寸和比例,孩子在摆弄过程中,可以感知积木不同的形状、比例、大小、粗细、高矮、长短等等。

二、这里是孩子想象力腾飞的天空。小小积木就像是一个个汉字,咋看没有特别,但是组合起来就会变成美妙的文章,感人的字语,而积木搭建起来就是亭台楼阁,幻想宫殿。小朋友在搭建积木前要先构思好最终的模样，要思考挑选什么样的木块才能实现他们所构思的项目。积木玩具对儿童的想象力,结构思维，造型能力是很好的锻炼，而且可开展孩子们的空间知觉，发明力，发挥儿童组织力和理解力，增强耐力及对建筑科学的兴趣。所以，积木能为孩子提供想象的广大天地，可有力地促进孩子发明思维开展，培养孩子发明能力。

三、这里是演奏手眼脑协调曲的音乐厅。小朋友在搭建积木项目运用思维的同时，会可以锻炼手眼的协调能力。积木玩具的搭建是件细心全面的工作，幢楼房需要几十块积木才能搭成，因而要求孩子认真、细心、坚决地去实现。孩子们在共同

建造活动中，还能形成良好的集体品德，增进有关立体造型方面的艺术知识、技能。 

    四、这里有理性思维的殿堂。 

    玩积木过程当中还可以培养孩子的数学推理能力以及逻辑思维能力。难度相当的积木玩具还有助于培养孩子工作学习的耐性。通常而言,绝大多数的积木玩具都只是由简单的正方形和长方形组成，小朋友一天就会玩腻。但是如果孩子们认真的对待积木游戏，实际上又可以不断重复出新把戏。孩子们可以不断的重复工作或者动手，就可以搭建大的玩具模型，容易给孩子们成就感。实际上，成年人的很多工作，也是在不断的重复一些简单的动作，或者思维方式，然后，发明出复杂多变的劳动成果的。电脑程序设计的工作,和玩积木是没有什么很大的区别的。 

    五、对语言和社交能力也是有所裨益。 

    小朋友们一起搭建积木的时候，往往需要进行想法的交流协调。示例把搭积木的想法叙述出来，想和别人交换积木等等，都需要语言的支持。因此，玩积木也是开展语言和社交的好时机。  

孩子在玩炭烧积木的过程中可以发挥自己的想象力和发明力，然后根据自己的创意进行设计和构建，这个过程实际上是就是对宝宝右脑的开发~

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教学设计计划

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(职业的)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: