In summer, children often eat watermelon at home or in kindergarten. When adding meals, they often find that some children don't want to throw away the finished watermelon skin, but say to each other, "Look, I chewed the watermelon skin into a circle, like a big ball." "I want to turn it into a house!" ..... It can be seen that children are attracted by watermelon skin, interested in its shape, and have the desire to imagine and express. Furthermore, it is clearly pointed out in the detailed rules that teachers should encourage children to express their thoughts and feelings boldly and clearly, try to explain and describe simple things or processes, and develop children's language expression ability and thinking ability; Language ability is developed in the process of application, and the key is to create an environment in which they want to speak, dare to speak, like to speak, have the opportunity to speak and get a positive response. So, I designed this activity.

Teaching Name: Imagination of Watermelon Peel, Large Class Language

Teaching objectives:

1, can observe watermelon skin from multiple angles and develop bold and rich imagination.

2. Be able to creatively tell simple plots according to the different shapes of watermelon peel and develop the language ability of complete expression.

3. Experience the joy of language creation and communication.

Teaching focus:

According to the different shapes of watermelon peel, creatively tell the teaching difficulties in simple plots;

Through the game of breaking through obstacles, children are guided to observe watermelon peel in many directions and angles, and prepare for teaching with bold and rich imagination and creative expression;

1. Experience preparation-an associative experience according to different shapes of objects. 2. Preparation of materials-various shapes of watermelon rinds, plates, entry records, red flags that can be cut immediately, various watermelon rinds and watermelon castles (made of foam boards) Teaching hours: theoretical basis of the first class:

1. The detailed rules for the implementation of "Guidelines for Kindergarten Education (Trial)" point out that the educational objectives should be determined on the basis of the field objectives, contents and requirements proposed in the detailed rules, combined with the actual situation of children's development in this class; The choice of educational content should be close to children's life, and interesting things or problems will help to expand children's experience and vision.

2. The teacher's teaching manual of "Kindergarten Happiness and Development Course" puts forward "the particularity of teaching activities in large classes": children in large classes are experienced in perception, curiosity, like thinking, asking questions and doing challenging things; There should be a preliminary comb, summary and promotion of their existing perceptual experience in learning activities.

3. The book Child Psychology points out that children's abstract logical thinking begins to sprout in the later period; The analysis of children's thinking in the field of science in large classes in the Detailed Rules also suggests that children aged 5-6 still focus on concrete images, but logical thinking begins to develop.

Teaching process:

First of all, introduce the dialogue: today's watermelon is really sweet! What can I do with the remaining watermelon skin? (Children are free to answer) 2. Watermelon skin exhibition 1. Teacher: Next, we will attend an exhibition of watermelon skins. Please look at the watermelon skins in the exhibition and tell us what they look like.

2, the rules of the visit, discuss with the children the precautions during the visit 3, participate in the exhibition. Children communicate independently, and teachers respond to children in time.

Third, Shaoguan 1 game, introduce the gameplay: play the game according to the requirements of each level, and there will be a red flag after passing a level. 2. Start the game:

The first level' choose a watermelon skin, say a sentence such as' For example, this watermelon skin is like a boat, and mice use it to cross the river'. Choose another watermelon skin and tell me what it looks like. Say something with these two watermelon skins.' For example, this watermelon skin is like grass, and the mouse came to the grass on the other side by boat.

In the third level,' in pairs, choose two or more watermelon skins, talk about what they look like, and say a word' (the teacher recorded the children's speech results on watermelon skin-shaped paper, and the children presented them in turn in the watermelon castle). In the fourth level, after the breakthrough, the children were successfully organized to see the watermelon castle, and individual children were invited to tell their stories creatively with three watermelon skins. V. Activity Extension: Children tell activities creatively, and put together watermelon skins to make watermelon skins.

1. Children can make the shapes they want by cutting, cutting and digging. 2. The children put together the cut melon skins to form a set of works with situations. 3. Evaluate the creative teaching according to the combination situation;

Imagine that watermelon peel is the main teaching aid for children's activities. By means of processing, creating, watching, listening, speaking and spelling, children are guided to associate and their creative storytelling ability is cultivated, which has achieved good results.

1.

The activity design conforms to the characteristics of cooperative learning in large classes, with accurate target positioning and strong maneuverability. It contains emotional, cognitive and skill goals, is flexible, and follows the principle of "not capping, guaranteeing the bottom". The upper limit is to give full play to children's potential, and the lower limit is the basic requirement to ensure learning, which is close to children's recent development zone.

2. The teaching links are set with strict structure, interlocking, natural transition, reasonable time allocation and moderate density. Each link is progressive around the goal and can meet the development needs of children.

3. The selected teaching methods are challenging and conform to the age characteristics and actual development level of large class children. The children have a strong interest, the activity atmosphere is relaxed and independent, and the participation enthusiasm is high.

4. The organization and guidance of teachers' activities are lively and have strong language motivation, which can guide children to actively study and explore and effectively promote the improvement of children's oral language ability.