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Giúp mình xây dựng một giáo án tiếng Anh cho trẻ 5_6 tuổi
  2008-12-11 lúc 8:52:34   
diep_anh_tv 
[Member]
Tham gia ngày: 2008-12-9
Số bài viết: 10
Mình đang cần xây dựng một giáo án dạy tiếng Anh cho trẻ 5_6 tuổi mà không biết phải xây dựng như thế nào ! Mong các bạn giúp đỡ mình ! Cám ơn các bạn!

Thay đổi nội dung bởi thaiduong (2008-12-11 lúc 14:25:35) - Lý do: Tiêu đề quá dài

sự hoàn thành và sự thành công là 2 điều rất khác biệt nhau
 
  2009-12-3 lúc 13:47:20   
noilonghoaphuong 
[Member]
Tham gia ngày: 2009-11-30
Số bài viết: 4
thì bạn dạy chương trình mầm non ra sao bạn lồng tiếng anh vào là ổn thôi, vd : dạy về thân thể bé thì sưu tầm bài hát nào nói về thân thể dạy cho bé hoặc sử dụng tranh ảnh hoặc trò chơi

 
  2009-12-3 lúc 20:58:42   
Lan 
[Member]
Tham gia ngày: 2009-2-7
Số bài viết: 1278
Lesson Plan

Date: Wednesday October 7, 2009 Subject: Math


1.Standards for the day:
PK.NSO-N.1. Use one to one correspondence.

Big Idea: Using one –to –one correspondence helps us count and track objects accurately. It also helps determine which sets of objects have more, less or the same.

Essential Questions:
What is one-to-one correspondence?
How do you know if it is corresponding?
How do we use one- to- one correspondence in everyday life?

Vocabulary: Count, match, one to one, dice, cube, dots, compare, more, fewer, the same.

2. Introduce to Lesson:
Today we are going to learn one to one correspondence. One to one correspondence means matching one to one. For example, when we count the boys and the girls for attendance, we touch each child and count.. When we count our fingers, we open each finger as we count. It is matching one to one. It is important for us to learn one to one correspondence so we can count and keep track of objects correctly. Also, matching one to one helps us compare which sets have more, less, or the same objects. Now we will practice matching children to the chairs one to one. We are going to see how many one to one matches we can make. What are we going to do today? Wait for students’ responses then begin the activity.

3. Goals/Expectations for the day: Students will be able to
-Touch objects and say the number names correctly.
-Arrange and compare sets using one-to –one correspondence.

4. Guided Instruction & Independent Practice/Study
Set up six chairs. Have six children sit in the chairs. Ask: “Do we have one child in each chair?” Help children see that the children and chairs match. Say: “The children and chairs match one to one.” Ask one child to leave a chair. Ask: “Now do we have one child in every chair? Help children see that the chair and children no longer match.

Next display children three markers and two marker tops. Ask: “Are there enough tops for every marker?” Wait for children’s responses and ask: “How can we fix that? Ask the children “How can you tell if the markers and tops match one to one?

Tell the children that they are going to play a game with a dice. Point to the dots on the dice and have children count the dots aloud. Remind children the dots on the dice are the same the dots on the number dots they matched with the cereal last week. Say: “We will be counting the dots on the dice to get the teddy bears from the container. Each person will get a turn to roll the dice. When everybody gets a turn, we will count and compare who has more teddy bears. Who has less? Do any children have the same number of teddy bears?




5. Closure of Lesson:
Have children draw a figure for each object they have. Provide do dot art stamps for children who cannot draw to represent their objects. Have children share their drawn presentations and ask them show how they know or determined the number of objects they have. Expect responses to include the skills learned such as touching, moving, or pointing to each object as they are counted.

Follow up: Put the dices and counters in the math-learning center for children to use. Have them work in pairs.



Assessment:

3=Correctly touches objects and says the number name.
2.Says correct number names, but incorrectly touches objects.
1. Correctly touches objects, but say wrong number name.
0. Says wrong number name and incorrectly touches objects.

http://vn.myblog.yahoo.com/daohoanu/article?mid=597



 
  2009-12-3 lúc 21:11:35   
Lan 
[Member]
Tham gia ngày: 2009-2-7
Số bài viết: 1278
Date: April 7, 2009 Subject: English/Language Arts
Topic: Phonological Awareness

1. Standard(s) for the day
PK.BR-PA.11. Discriminate sounds as being the same or different. Manipulate sounds. Blend individual phonemes to form words (onset & rime).

2. Introduction to Lesson
Play “I Can” game with the children. Ask children to say what they can do with their
bodies. Encourage them to speak in a complete sentence. Explain the meaning of action words.

3. Goal(s)/Expectation(s) for the Day
· Students discriminate the beginning sounds and identify letter names. (/d/ /f/ /k/ /b/).
· Students blend beginning sounds and ending sounds (onset & rime) to produce words.
· Students identify onset and rime to form words.

4. Guided Instruction & Independent Practice/Study
(Whole Group)
· Display the “I Can” rhyme and chant poster #30 from theme 8, Houghton Mifflin Pre-K.
· Talk about what the children in the poster are doing.
· Read the poster several times and encourage children to read along.
· Have children pantomime each of the action word. (waddle, jump, jiggle, run, climb, fly, crawl)
· Explain the meaning of action words.
· Say “I am going to say some sounds that make the name of an animal from the rhyme. Listen: /d/ /uck/. Do you know what word I said?” Say the word duck then blend the sounds for children. Repeat with other words (fish, dog, cat, bee).
· Have children point to the picture of the animal and find the letter that corresponds to the picture.
· Challenge: Have children come and point to the words on the rhyme poster.
(Independent Practice)
· Students work independently with provided words and onset & rime to match and form words.

5. Closure of Lesson
Children come back to the circle and share their work and review what lesson they learned today. Ask children how they formed their words. What did they do first, second, and last? Give children the sounds /k/ /ow/ to see if they can blend the word cow.
Encourage children to read the words that they know from their work. Have children waddle, jump, jiggle, climb, fly, and crawl to their choice time learning centers.



 
  2009-12-3 lúc 21:44:8   
Lan 
[Member]
Tham gia ngày: 2009-2-7
Số bài viết: 1278
http://coreknowledge.org/CK/resrcs/lessons/Prek.htm
http://www.indianastandards.org/resources.asp?Subject=math&Grade=K&Standard=1&Indicator=K.1.1&Resource=1469
mạng này có nhiều giáo án cho trẻ mầm non. Chọn môn và lớp và chuẩn (standards). Sẽ có rất nhiều giáo án với đầy đủ hướng dẫn.

http://www.indianastandards.org/standard.asp?Subject=eng&Grade=K&Standard=1
http://www.indianastandards.org/standard.asp?Subject=sci&Grade=K&Standard=1
http://www.indianastandards.org/standard.asp?Subject=soc&Grade=K&Standard=1

Enjoy!


 
  2009-12-3 lúc 21:45:46   
Lan 
[Member]
Tham gia ngày: 2009-2-7
Số bài viết: 1278
http://www.google.com/search?hl=en&rlz=1T4ADSA_enUS341US344&ei=Bc8XS5GAFITclAfd3YXsAg&sa=X&oi=spell&resnum=0&ct=result&cd=1&ved=0CBUQBSgA&q=kindergarten+lesson+plans&spell=1

 
  2009-12-3 lúc 21:51:3   
Lan 
[Member]
Tham gia ngày: 2009-2-7
Số bài viết: 1278
http://www.indianastandards.org/files/math/math_k_1_mix%20and%20match.pdf

 
  2009-12-3 lúc 21:52:26   
Lan 
[Member]
Tham gia ngày: 2009-2-7
Số bài viết: 1278
http://www.indianastandards.org/files/math/math_k_1_mix%20and%20match.pdf
http://www.first-school.ws/theme/alphabet.htm


 
  2009-12-4 lúc 1:14:12   
Lan 
[Member]
Tham gia ngày: 2009-2-7
Số bài viết: 1278
http://vn.myblog.yahoo.com/daohoanu/article?mid=480

 
  2009-12-9 lúc 11:3:59   
Kindy Mum 
[Member]
Tham gia ngày: 2008-11-13
Số bài viết: 4
Sách nước ngoài có bán tại các hiệu sách. Tại sao bạn không tận dụng cái đó nhỉ?

 
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