Teaching plan of fox growing vegetables

As a tireless people's teacher, he often writes an excellent lesson plan, which is the basis of teaching activities and has an important position. Then the question is coming, how to write the lesson plan? The following is the lesson plan of "Foxes Growing Vegetables" compiled by me. Welcome to reading. I hope you will like it.

Activity objective of "Foxes Growing Vegetables" 1:

1, understand the relationship between vegetable parts and eating.

2. Understand the content of the story and the dialogue between the rabbit and the fox.

Activity preparation:

Children's books, story paper dolls: DVD of fox and rabbit stories, pictures of vegetables

Activity flow:

First of all, warm-up session: finger game.

Paper dolls showing foxes and rabbits. Both the fox and the rabbit are going to grow vegetables. Guess what will happen? Who grows better food?

Third, the learning link:

1, teachers and students * * * reading:

-What did the fox say when he first planted vegetables? What part of it wants vegetables? How did the rabbit do it (on the ground)? What did the fox get in the last harvest?

What did the fox say when he planted vegetables for the second time? The vegetable part? How do rabbits do it (underground)? What did the fox get in the last harvest?

What did the fox say when he planted vegetables for the third time? The vegetable part? (Leaves and roots) How did the rabbit do it? What did the fox get in the last harvest?

2. Use pictures to guide children to understand the story.

3. Enjoy the picture completely. 4. Group discussion-who do you like in the story? Why?

Where can I eat carrots, spinach and corn? Besides carrots, spinach and corn, you also know which vegetables eat roots, stems and leaves.

Fourth, the end: lead the children to the plantation to see vegetables.

"Foxes Growing Vegetables" Teaching Plan 2 Activity Objectives:

First, a preliminary understanding of the relationship between vegetable parts and consumption.

Second, understand the story content and rabbit fox's horse paste words.

Activity preparation:

Children's books, story paper dolls: DVD of fox and rabbit stories and pictures of vegetables;

1, warm-up center: finger game.

2. Introduce hinges: paper dolls showing foxes and rabbits. Both foxes and rabbits must grow vegetables. Guess what will happen? Who grows better food?

3, enter the maintenance hub:

A, teachers and students * * * reading:

What did the fox say when he first planted vegetables? Which department does it want vegetables in? How did the rabbit do it (on the ground)? What happened to the fox at the end of the harvest?

What did the fox say when he planted vegetables for the second time? Vegetable department? How do rabbits do it (underground)? What happened to the fox when the harvest was over?

What did the fox say when he planted vegetables for the third time? Vegetable department? (Leaves and roots) How did the rabbit do it? What happened to the fox when the harvest was over?

Second, operate the pictures to guide the children to understand the story.

Appreciate the picture completely. 4. Who do you like about the work report in the group debate story? Why?

Where can I eat carrots, spinach and corn? Besides carrots, spinach, and corn, you also know the roots, stems, and leaves of vegetables you eat.

4. Close the department: guide the children to visit the vegetables in the cultivation garden.

"Foxes Growing Vegetables" Teaching Plan 3 Activity Objectives:

1, carefully observe the picture, understand the meaning of the picture, and boldly guess why the vegetables designated by the fox cannot be eaten.

2. Understand the relationship between vegetable parts and consumption.

You should know that only hard work can yield.

Activity preparation:

1, knowledge and experience preparation: have some cognitive experience on vegetables.

2, the story PPT

Activity flow:

First, import:

(PPT 1, 2), who is this? What are they doing?

Second, show three pictures of vegetables and understand which part of vegetables the fox and rabbit are assigned to.

1. Show three pictures and ask questions:

What vegetables did they grow? What did the fox get? What did the rabbit get?

2.(PPT6) What did the fox and the rabbit get? Who gets the edible parts of vegetables? Who got the inedible food?

3. Summary: The rabbit gave the edible part and the fox gave the inedible part. What's the mood of the fox? What would he say? ("Hum, why can't I eat everything I get!") ) )

Transition: Why do foxes always get the inedible parts? Let's guess.

Third, show three pictures of "growing vegetables" and ask questions:

(PPT7) What do you see? The rabbit works hard and the fox is lazy. )

What is the rabbit doing? What about the fox? What would they say?

4. Who do you like in this story? Why? Who doesn't like it? Why?

Summary: Only by working hard, will there be gains.

Fifth, fully appreciate the story.

Sixth, experience transfer: different edible parts of vegetables.

Besides being lazy, foxes have another reason, that is, clever rabbits know which parts of vegetables can be eaten and which parts cannot be eaten. So foxes are always assigned to inedible parts. What do carrots eat? (Root) What other vegetables can I eat? What does spinach eat? (Leaves) What other vegetables eat leaves? What does corn eat? (Fruit) What other vegetables eat fruit?

Seven. Extension of activities:

1, please find out which part of vegetables you eat in your life.

2. Look at picture books in the language area.

3. Act the story in the performance area.

"Foxes Growing Vegetables" Teaching Plan 4 Activity Objectives:

1, know that if you want to gain something, you have to pay, and it is not advisable to get something for nothing.

2, can understand the relationship between vegetable parts and consumption.

3. Understand the story and practice the dialogue between the fox and the rabbit.

4. Understand the moral and philosophy contained in the story.

5. Cultivate children's habit of reading carefully, and stimulate children's reading interest through illustrations and pictures.

Highlights and difficulties of the activity:

Understand the story and practice the dialogue between the characters in the story.

Understand the edible parts of various vegetables.

Activity preparation:

1, the story book "Foxes Grow Vegetables", recorded (baby bar)

2. Children's books

3. Some headdresses of foxes and rabbits.

Activity flow:

First, guess the story.

1, the teacher shows the pictures of the fox and the rabbit, and lets the children guess the story.

Teacher: Both the fox and the rabbit are going to grow vegetables. Guess what will happen?

Who grows better food? Why?

Second, children's independent reading.

1. Let children read children's books by themselves with two questions.

-What did the fox and rabbit grow?

-What about the vegetables grown by foxes? What about the vegetables grown by rabbits?

Third, teachers and students read together.

1, see stories and pictures

-Guide children to observe the picture page by page and think about problems.

What did the fox say when he first planted vegetables (two or three times)? What part of the vegetable does it want? How did the rabbit do it? What did the fox get in the last harvest?

2. Enjoy the story completely

The teacher plays the tape and the children listen.

3. Practice the dialogue and action between the rabbit and the fox.

Fourth, collective discussion.

1. Who do you like in the story? Why?

Teacher's summary: Rabbits are hardworking and know that they have to exchange goods by labor. At the same time, the rabbit is very clever and thinks of many ways to deal with the fox who wants to get something for nothing.

Discuss where these vegetables can be eaten.

Five, the role of color

1. Teachers and children act out stories in different roles.

Children act out stories with different roles.

Teaching reflection:

The children are interested in this topic and are willing to actively participate in activities, which has achieved the expected results. There are also some shortcomings in this activity: children's language expression is not mature enough and lacks coherence; Children's habit of listening to their peers quietly needs to be strengthened, and so on. In short, we will pay attention to these aspects of guidance and education in future activities and strive to do better.

Encyclopedia: mammals, Carnivora Canidae. It belongs to General Fox, also known as Red Fox, Red Fox and Grass Fox. Their flexible ears can accurately locate sounds and have a keen sense of smell. Their slender legs can run very fast, and the top speed can reach about 50km/h, so they mainly feed on small animals such as fish, mussels, shrimps, crabs, rats, birds and insects, and sometimes eat some plants.

The Design Intention of Fox Vegetable Teaching Plan 5

Recently, I have observed that some children in our class don't like to do it themselves, especially the management of class plantations. According to various situations, I pay attention to the following reasons: most of the parents in my class are new parents, and they love their children very much in the process of raising them. At home, parents will do things without their own hands, so children's awareness of "labor can be harvested" is weak or even absent.

So I chose the story "Foxes Grow Vegetables", which has a clear theme and is easy for children to understand. And the story is very interesting, and children will be very interested. In addition, three vegetables, radish, spinach and corn, appear in the story, which can also help children to increase their knowledge of life, killing two birds with one stone.

moving target

1. Children can understand the main content of the story and the dialogue between the rabbit and the fox. Analyze two different personality characteristics of rabbits and foxes, and know vegetables: radish, spinach and corn. (cognition)

2. Act the story with your own understanding in the activity to develop children's language expression ability. (skill)

3. Through the story activity of "Foxes Growing Vegetables", let children learn to harvest hard and cultivate good habits of hard work. (emotion)

Important and difficult

Activity difficulty:

On the basis of understanding the story, let the children perform the story and cultivate their language expression and performance ability.

Focus of activities:

Children can understand stories and act them out. Rabbit and fox, two different animals, have a complete grasp of their own personality characteristics, and they know that only work can yield.

Activities to be prepared

"Fox Growing Vegetables" story PPT；; The background music of Sky City is the same as PPT storytelling.

"vegetable dance" music; Many teaching cards for rabbits, foxes, radishes, spinach and corn can be separated; Several vegetable cards can be separated.

Activity process

(a) the beginning part

1. Play the music of Dance of Vegetables, clap your hands and sing with everyone, and change the lyrics with three vegetables (radish, spinach and corn) in the story.

Lyrics: "Come on (hands bent forward, palms bent inward)"

I am a tree (spinach, radish, corn) (waving my hands around my chest and shaking my head; At the same time, the teacher takes out the corresponding vegetable card)

Caicai, Caicai, Caicai (Bu, Mi) (high-five with both hands) "

2. Lead-in (ask questions directly and show teaching AIDS)

Did the children like the vegetable song just now? Next, the teacher will play a game with you, called "Find out" (take out some vegetable cards including radish, spinach and corn and invite some children). Teacher, please find the dishes that we all sang here just now and put them in the next frame. Very clever. I found all the right ones, including radish, spinach and corn. Hey, the teacher suddenly remembered an interesting story about radish, spinach, corn, rabbit and fox. The name is fox growing vegetables (click on the first picture of PPT). Are the children ready? The story begins with "foxes grow vegetables".

(2) Basic part 1. Play the PPT of the first story. Complete the story, ask descriptive questions, help children grasp the main idea of the story and analyze the personality characteristics of the characters.

(1) Who can tell me the name after the story is finished?

(2) Who planted the vegetables in the story?

(3) How many times did the rabbit and fox grow vegetables? What did you plant? Can you show it to the teacher? (posting vegetable teaching AIDS)

(4) Did Fox eat anything at last? Transition:

After the story is finished, the children think about this problem. "Why does the fox always get inedible food?" Can you listen to the teacher again? "2. Also use PPT to play and tell in sections.

(1) From the beginning, he said, "The rabbit thought about it and nodded in agreement." Ask questions:

(1) What about the vegetables grown by foxes?

② What about the vegetables grown by rabbits?

(3) Which child comes up to tell the teacher which is the rabbit's food and which is the fox's food, and find out for the teacher. Take out two contrasting dishes, "fat big" and "thin", and let the children find them.

Transition:

We know that the vegetables grown by rabbits are fat and big, and the vegetables grown by foxes are thin and small. Let's see what vegetables they will grow next. What's the result? Let's keep listening. (2) From "the rabbit is busy growing vegetables" to "the rabbit nods"

Ask questions:

Tell the teacher what they are planting. (Show vegetable teaching AIDS for children to find radishes)

What is the fox doing when the rabbit is busy growing vegetables? What does it say?

So what did the rabbit and fox get in the end? (Take out the detachable radish for the children to find)

(4) Can the food the fox gets be eaten? Transition:

The first time a fox grows vegetables, he gets inedible radish leaves. Then he asked to grow vegetables for the second time. Can the children guess that the fox can get edible vegetables this time? Let's continue to listen to this story.

(3) From "the rabbit is busy growing vegetables" to "the rabbit is still nodding";

What are they planting this time? (Show the vegetable teaching aid for finding spinach for children)

What did the fox say when the rabbit asked for help?

So what kind of food did the fox finally get?

(4) The children show the teacher which dish the fox ate for the second time and which dish the rabbit ate for the second time. (Showing detachable spinach card)

Transition:

The fox didn't eat anything, so he had to plant it with the rabbit again. What will the fox get for the third time? Let's continue to listen to the story.

(4) From "the rabbit is busy growing vegetables again" to "I can't eat anything I get"

Ask questions:

(1) What vegetables did the children tell the teacher for the third time? (Show a vegetable teaching aid for finding corn for children)

(2) Point out what the fox got and what the rabbit got. (Let the children go on stage and separate the vegetables themselves)

(3) So what food does the fox eat? Thinking and asking questions as a whole:

Alas, this fox always gets inedible food. Do children know why?

Do you like the fox in the story?

Who does the child like best in the story?

④ Why do you like it? Transition:

Oh! It turns out that the fox always gets food that he can't eat, because he doesn't want to do his own thing and is always lazy. Many students like rabbits because they are hardworking and smart, but they don't like foxes because they are cunning and lazy. Now the teacher wants to invite two children to perform the story for us. After the performance, our children will also choose "my favorite role" together to present awards. So how to choose this little actor? The teacher has a good idea. Let's play a game called "I love vegetables". Look at these cards in the teacher's hand (take out all kinds of detachable vegetable cards prepared and stick them on the blackboard so that the children can do puzzles). Now the children who run the little actor come up to help the teacher find the other parts of himself. Whoever can find them quickly and accurately will be the first to show them to all of us.

(3) Activities-Teachers organize children to perform stories and ask hypothetical questions to help children further understand stories.

1. The teacher organizes capable children's performances (the children who just won the prize in the "I love vegetables" activity perform and distribute headdresses, the teacher tells stories to match the children's performances, and the dialogue is completed by the children). The rest of the children and actors are in place. After the performance, please pick up the little red flowers in your hand and stick them on your favorite actors, and choose "my favorite role". Transition:

"My favorite role" has been chosen. The story performance just now was really wonderful. Everyone must want to perform. Now, let's perform in groups and see which group performs best.

2. Group performance, the teacher takes turns to check the performance and give guidance.

Ask some hypothetical questions

All the children performed, and the teacher wanted to ask what would you do if you were the little fox in the story and the rabbit needed help? Why?

Think about it, child. Is there a diligent and capable baby like a rabbit in our life?

Do you want to be a good bunny or a lazy fox? Why?

Then tell the teacher what you will do in our class activities in the future.

⑤ What will you do when you come home and encounter your own problems?

(3) activity summary:

Today, we listened to the story of "Foxes Growing Vegetables" and the children also performed it. The fox in the story is lazy and doesn't like to work. He always thinks what he can get without working, and finally he can only get food that he can't eat. The rabbit in the story worked hard and finally got something to eat. Children should learn from rabbits and not be lazy foxes. Labor is the most glorious, and only by doing it themselves can they gain something. Just like all the children perform today, so you should be rewarded and give yourself a hug. There are also children who want to grow their own vegetables and find out whether today's lunch is all edible dishes obtained from rabbits. Please tell the teacher this afternoon.

(4) Activity extension

(1) Popular Science-"Vegetables and I are Growing" Grow small vegetables and take care of them with children, and take photos every day to observe the growth of vegetables.

2 family cooperation-"making vegetable juice" let the children go home, make a vegetable juice with the help of their parents, bring it back to the garden to share with the children, and tell the making process.

Activity summary

The focus of this activity is to enable children to understand the story and act it out. In the third part of the activity, most children can perform simple actions under the guidance of the teacher, but the narrative of the language needs to be strengthened. In addition, it is difficult for children to change their emotions in mastering the personality characteristics of rabbits and foxes. After that, they can explore with their children how to express their personality and emotions in such a situational performance. Knowing that you have to work hard to get what you want is the main line of the story. I believe that after the activity, the children will definitely manage our plantation better and bring good habits into their lives.

"Foxes Growing Vegetables" Teaching Plan 6 Activity Target

1. Understand the story and learn the dialogue.

2. Like role-playing and willing to participate.

3. Know that friends should be sincere and friendly.

4. Understand the structure of various parts of vegetables.

Activities to be prepared

1. A big book

2. Figure: Green vegetables, spinach, corn and radish.

3. Pictures of rabbits and foxes

Activity process

First, import

T: There are not only many guests and teachers today. Listen, who else? Say hello to him.

What kind of rabbit do you think he is? He also has a good friend, the fox. Hello, children. What kind of fox do you think he is?

Second, appreciate stories and tell stories.

1. Teacher: Besides foxes and rabbits, what else is on the cover?

Yang: Vegetables in the field. . .

Teacher: Oh, they grow vegetables separately. Where is the fox's food? What about the rabbit's?

Do children find any difference in the vegetables they grow?

Young: the fox's food is small and thin, and the rabbit's food is big and fat.

Teacher: Whose food do you think is better?

Of course, it's a rabbit's dish. Because it's big and fat, the fox envies the rabbit's food.

So he said to the rabbit that good friends should work together. Let's grow vegetables together. When we harvest them, half of them will be given to me and the rest will be given to you.

Teacher: What did the fox say?

Young: . .

Teacher: Let's see what the fox said.

Transition: The rabbit thought for a moment and nodded in agreement.

2. Teacher: What is the rabbit doing? What about the fox?

Rabbit said: Fox Fox, come and grow vegetables together.

Fox: I'm too busy. Come back later.

(Ask two groups of children to teach the dialogue separately)

Teacher: Day after day, the vegetables they grow can finally be harvested. Look, what are you planting? (radish)

The fox was assigned. . . All the radish leaves on the ground, rabbits . . Divide all the carrots underground.

Can foxes eat radish leaves? How does the fox feel at this time? Guess what he would say?

Let's learn how the fox is angry.

Fox: Why did I get all the inedible leaves? (stomping)

Teacher: The fox is unconvinced and says. Let's plant it again. This time, give me everything that grows underground and give you everything else.

4. Teacher: Look, the rabbit is still trying to grow vegetables there. What about the fox?

What did the rabbit say to the fox this time? Fox Fox, shall we grow vegetables together?

What will the fox say? I'm too busy. Come back later.

5. What did the fox get this time? Spinach root.

The rabbit ate spinach.

Teacher: Look at the fox's expression. Can spinach roots be eaten? He was very angry and said, why did I get an inedible root? Let's plant it again. This time I want all my roots and leaves, and I'll give you the rest.

Teacher: If you were a rabbit, would you agree to the fox's request this time?

The rabbit really agreed to the fox's request. See what the rabbit will think this time.

6. Rabbits grow vegetables there again. What did he say to the fox? Fox Fox, come and grow vegetables together!

The fox said: I am so busy. Come over later.

7. What did you plant this time? Corn. The fox got corn leaves and roots, and the rabbit got corn. Let's look at the fox's expression. He is really angry this time. Look at his hands akimbo, stamping his feet with anger. How come... I can't eat anything I get. Come and study.

Third, understand the story. Express their views

Who do you like better in this story? Why? No matter what you do, you have to work hard to get something.

Fourth, the story performance.

Divide into two groups and let two children play.

Verb (abbreviation of verb) is extended.

Let the babies think: why can't the fox eat food every time? Some vegetables eat leaves on the ground, while others eat roots underground. There are fruits)

Teacher: Except the radish in the story. Does the baby know which vegetables eat roots? What are the leaves? What are the fruit eaters? (show ppt)

Roots: lettuce, bamboo shoots, potatoes, sweet potatoes, onions, onions and garlic.

Leaves: green vegetables, coriander, lettuce, Chinese cabbage and cabbage.

Fruits: cucumber, wax gourd, pumpkin, bitter gourd, tomato, eggplant,

Operation: Now, please help these vegetables find their home on the back table in groups of five. If you don't know anything, you can ask a visiting teacher for help.

Teaching plan of "Foxes Growing Vegetables" July 1. Design intention:

Let the children be familiar with the story, let them learn the tone and expression of rabbits and foxes, and know their differences to perform. Let children feel the fun brought by the story of "foxes grow vegetables" and know the moral of this story.

Second, the activity objectives:

1. Understand the story and the dialogue between the rabbit and the fox.

2. Understand the relationship between vegetable parts and consumption.

3. Participate in the role of story performance and start a dialogue.

Third, the activity preparation:

1, children's book "Foxes Grow Vegetables".

2. headdresses and pictures of foxes and rabbits.

Fourth, the activity process:

1), guess the story.

Show pictures of foxes and rabbits. Both the fox and the rabbit are going to grow vegetables. Guess what will happen? Who grows better food?

2) The teacher tells stories and asks questions;

-The story is about who grows vegetables with whom?

-What kind of food do foxes grow? What does a rabbit look like? (big and fat)

-What did the fox and rabbit grow? (carrots, spinach, corn)

3) teachers and students * * * reading:

What did the fox say when they first planted vegetables? What part of it wants vegetables? How did the rabbit do it? What did the fox get in the last harvest?

What did the fox say when he planted vegetables for the second time? Where does he want to put the vegetables? How did the rabbit do it? What did the fox get in the last harvest?

What did the fox say when he planted vegetables for the third time? The part where he wants vegetables? (Leaves and roots) How did the rabbit do it? What did the fox get in the last harvest?

-Children practice the dialogue and actions between rabbits and foxes.

4) Collective discussion:

Who do you like in the story? Why?

Where can I eat carrots, spinach and corn?

Besides carrots, spinach and corn, you also know which vegetables eat roots, stems and leaves.

5) Role performance:

The teacher plays the fox and the children play the rabbit.

-The boy plays the fox and the girl plays the rabbit.

-Show pictures, and children can freely choose their roles to perform the dialogue.

The expansion of verb (verb's abbreviation);

-Let the children go home and perform for their parents.

-Play with mom and dad and learn how to grow vegetables.