幼儿园小班科学教案《感知软硬》活动教学反思【幼儿教案】

幼儿园小班科学教案《感知软硬》活动教学反思【幼儿教案】\o"科学教案"#科学教案一、活动目标：

1、对探究物体软硬产生好奇心和探究欲望，体验运用各种感官感知物体软硬的乐趣。

2、通过感官感知物体的软硬，掌握感知物体软硬的方法，并且能把自己的感受正确的表达出来。

3、初步掌握软硬的概念，并且能按物体的软硬分类。Studentsexercise,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:studentswillbefamiliarwiththegrammarpointandtheycanhaveabasicawarenessoftheEnglishgrammar.)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,somestudentswillbeinvitedtoshareinfrontoftheclass.(Justification:thisactivitycanhelpstudentsimprovetheirspeakingability,andcanprovidethemachancetoapplytheknowledgeintorealsituation.)Step5SummaryandhomeworkSummary:Inviteonestudenttosummarizewhatwehavelearnedtoday,andtheteacherwillgivesomehelptocomplete.Homework:AskstudentstosharetheexperiencewiththeirparentsinEnglishafterclass.Blackboarddesign:二、活动重难点：

1、活动重点：掌握感知的方法。

2、活动难点：能按物体的软硬进行分类。三、活动