who is it? Mm-hmm. On my head, the big class teaching plan 1 activity goal:
1, cultivate children's meticulous observation and language expression ability.
2. Use comparison and judgment to understand that different animals are different.
3. Feel the fun of stories and learn how to get along with peers.
Activity preparation:
1, big picture book 2, various animal cards 3, various "uh-huh" cards 4, picture book PPT
Activity flow:
Import-import pictures and talk to children. Do you know what "mm-hmm" is?
Teacher: Please look at the clever tiger in the picture. (Shit) Teacher: He keeps making "uh-huh-huh" sounds when he exerts himself very hard. Do our children usually shit like this? Today, we named the stool "Mm-hmm".
1, guess-the teacher shows the small card to let the children think freely first, and puts the card "mm-hmm" in the corresponding small animal position.
Teacher: Today, the teacher brought many "mm-hmm" pictures of small animals. First, the teacher asked the children to guess what kind of small animals the "mm-hmm" pictures in their hands belonged to.
Please come up and choose a picture and post your guess next to the corresponding animal.
2. The teacher tells the story of the picture book (showing the big picture book), so that the children can confirm their guesses when listening to the story.
Teacher: Now the teacher sees that you all write "Mm-hmm" next to the little animals. Next, the teacher will tell a story about "Mm-hmm". After listening to the story, the teacher will ask the child to confirm whether he has put this "mm-hmm" correctly.
(The teacher tells the story of the picture book, and the children listen carefully. )
3. In order to confirm the children's guess, the teacher and the children make a summary together, put the corresponding "mm-hmm" in the story in the correct position, and introduce the use of animal manure.
Teacher: The story is over! Let's see if the children put "mm-hmm" in the right place just now. Let the children speak freely on the stage in the order in which the stories appear, and let the children who answer correctly imitate the dialogue between the small animals and the mole. The teacher plays the mole. ) (1) Teachers and children summarize the small animals (pigeons, horses, rabbits, goats, cows, Mr. Pig and big dogs) in the story one by one, and play them with PPT for children to compare and judge.
The feces of rabbits cited here can be used as medicine, and the feces of cattle, horses and horses can be used as organic fertilizer (put pictures next to the corresponding feces)
4. Extended discussion:
(1) Is it right for the big dog in the story to pull "mm-hmm" on the head of the little mole? Why not? Show pictures to guide children to be hygienic and polite, and don't affect others' lives casually. Did the little mole do the right thing to the big dog in the end? If you were a mole, what would you do? (The child speaks freely, shows pictures and summarizes with the child. Be friendly to others, and don't have revenge. )
who is it? Yes, yes, on my head. Large class teaching plan 2 activity goal:
1. In the process of searching for the "perpetrator" with the little mole, I learned that the "uh-huh" of animals is different. When I know "uh-huh", I have to consider others.
2. With the help of pictures, identify a group of Chinese characters, feel the corresponding relationship between Chinese characters and pictures, and improve the sensitivity to Chinese characters.
3. Feel the fun of stories and experience the fun of reading and imagination.
Activity preparation:
1, 16 "Who's on my head?"
2. Pictures and cards of pigeons, horses, goats, pigs and cows.
Activity flow:
1, introduce the title of the book and arouse children's interest.
(1) Today, the teacher brought a new book called "Who is on my head?". What does this mean? (Children casually answer)
This is a small mole. What's on its head? (mm-hmm)
Let's read this book together. Please turn to page 1. Did you turn it over? (The teacher reads the brackets) Look at the little mole's expression. (After reading the contents in brackets)
(4) Let's look at page two. What expression is a small mole? Let's learn the little mole's movements. (Teacher reads brackets) Where do you see that the little mole has poor eyesight?
Turn to the third page. Did you turn it over? What is the pigeon's beep before the teacher reads the brackets on page 3-4? It also splashed on the little mole's leg, (after reading the brackets)
Children can read and understand this story freely.
(1) What animal did the mole ask? What do they have, huh? Please refer to page 14 from page 5.
(2) Who did the little mole ask? The teacher shows the pictures in turn according to what the children say. )
(3) I have some China babies here. Do you know them? What's this word? Please come up and put the words at the bottom of the picture.
(4) Where is the goat's uh-huh? What color do you find it?
(5) What is the hmm of cattle? Where is the little mole? Why are you hiding here?
(6) Who did the little mole ask again? This painting is very interesting. This is a pig's head and this is a pig's ass. What did the little mole do? Why is this happening?
(7) Who did it ask later? Did it find out who it was? Yes, yes, on its head. Do you want to know? On the count of one, two, three, you take off the clip and put it in the basket. Don't turn over the back, or it will be boring.
(8) Who did it find? (for children), is this a fly's? What the hell was that? Let's listen to this book.
(9) After reading page 16, the teacher asked: Whose shit is this? Guess what the little mole will do?
(10) After reading it, why did you sneak back to the ground?
3. Teachers and children finish reading.
(1) Do you want to watch this funny story with the teacher again?
(2) Turn over Kaifeng II. What are the two lines written in fine print below? Listen carefully, will you go to the toilet by yourself?
This book is really interesting. It lets us know what these animals are like. It also lets us know that they are going to the toilet. Children are very interested in animal problems. We can consult books, collect information, ask parents, and then discuss this problem, ok?
who is it? Yes, yes, on my head. Large class teaching plan 3 activity goal:
1, feel the fun in the story, and experience the happiness brought by reading and imagination.
2. Cultivate children's meticulous observation and language expression skills.
3. Be familiar with the content of the story, and understand that the uh-huh of different animals is different and can be described in language.
Activity Preparation: Multimedia Courseware
Highlights and difficulties of the activity:
Activity focus: perceive the content of the story and enjoy reading.
Activity difficulty: until the characteristics of various animal droppings, and will be described in language.
Activity flow:
1, story name? Q: When will you? Import theme.
2. The teacher tells the story in parts (from the beginning to Mr. Pig).
(1) From the beginning, the little mole shouted angrily.
Look at the little mole's face. Let's learn the little mole's movements. What's his mood? Why does the little mole have poor eyesight?
(2) From Pigeon to Mr. Pig.
"Bang", what is the pigeon's "uh-huh"? Sprinkled on the little mole's leg! Teacher: pigeon's, uh-huh, wet and sticky!
What does a horse look like? What is it like?
What's a rabbit's? Did you hear the rabbit fall? (Dadada ...)
Where is the goat's? What color do you find it? What is a goat's? What's the difference between goats and rabbits?
What is the hmm of cattle? Where is the little mole? Why are you hiding here? Why did the little mole know at a glance that it was not a cow?
Who did the mole ask again? This painting is very interesting. This is a pig's head and this is a pig's ass. What did the little mole do? Why is this happening? Who did it ask later? Did it find out who it was? Yes, yes, on its head.
(3) From flies to knowing that it is shit.
Why does the little mole ask the fly, who is it? Yeah, on my head. How does it know?
(4) From shit to the end.
Finally, I found the answer. What do you think the little mole will do? Why did it slip away and hurry back to the ground?
3. Read the courseware completely and understand the story.
Teacher: This book is really interesting. It lets us know what these animals are like and when they need to go to the toilet.
4, the game:
ring
(1) Whose shit connection is this?
(2) What kind of connection is animal excrement (described by children in language)?
5. Comments:
The excrement of each animal is different. Please be a caring child and pay attention to the interesting things in life, and you will find more secrets and more fun.
who is it? Yes, yes, on my head. Large class teaching plan 4 activity goal:
1, familiar with the story, understand that different animals are different and can be described in language.
2. With the help of pictures, I got a preliminary understanding of Chinese characters such as "pigeon, horse, rabbit and sheep".
3. Feel the humorous and interesting plot of the story and experience the fun of reading.
Activity preparation:
1, "Who is it?" Presentation document
Step 2 record stories
3, the corresponding animal pictures
Highlights and difficulties of the activity:
1, key point: know the characteristics of various animals.
2. Difficulties: I can describe all kinds of animals in words.
Activity flow:
First, show the cover to stimulate reading interest.
1. Today, the teacher brought a nice story to the children. This story has a strange name, "Who's on my head", huh? Mm-hmm. What does that mean? Who knows?
2. Observe the cover: Did you find anything on the cover? Where is it?
3. Then why, uh-huh, is it on the little mole? Let's take a look at this book together.
Second, read in groups to help children understand the story.
(1) Read the first part of the picture book:
Tell the first and second paragraphs of the story and ask questions:
1. At this point of the story, who can tell me where the little mole's home is? (Underground) So how did he feel when he came out of the underground? What did he say?
2. What happened at this time? What is this, huh?
3. What do you think the little mole is feeling at this moment? What did the little mole say? The teacher guided the children to imitate what the little mole said.
4. Whose do you think it is? Please guess.
(2) Read the second part of the picture book:
Teacher: Whose is this? UH huh? Little mole really wants to know, doesn't he? Then let's keep watching. (teacher tells)
1, ○ 1 Tell me together, who did Little Mole go to?
Question: What did the little mole say? What did the dove say?
○3 Is that a pigeon on the mole's head? how do you know
○4 Teacher's summary: Pigeons are wet and sticky, white, while moles' heads are long and khaki. So, this is not a pigeon's. (The teacher continues)
2.○ 1 Who did Little Mole go to this time? Why did the little mole walk away disappointed? What's Teacher Ma's?
○2 Teacher's summary: Teacher Ma's, um, big and round, like a potato, so this is Teacher Ma's, huh?
3.○ 1 At this time, the little mole met a hare again. What do you think the mole will say to the rabbit? ; What will the rabbit say? What will the rabbit's uh-huh look like?
2 The teacher said, Is this rabbit's? What's a rabbit's? (Like beans)
4.○ 1 The teacher tells the stories of Mr. Goat, Mr. Cow and Mr. Pig respectively (encourage children to try to tell the dialogue between the mole and the small animals together).
○2 Let the children talk about Mr. Goat, Mr. Niu and Mr. Pig respectively.
5. Teacher's summary: Well, well, none of these little animals belong to the little mole. Who left it?
(3) Read the third part of the picture book:
The teacher tells the question (far away ... flies):
1. Why didn't you ask among the little moles?
2. How do flies do it? Whose is this? Mm-hmm.
(4) Read the fourth part of the picture book:
1. What will the mole do? What will it say to the big dog? Let's have a look (teacher says)
2. What is the "uh-huh" of the little mole?
3. Why did the little mole go underground?
Third, the teacher tells a complete story.
1. After listening to this story, who will tell me which animals the little mole is asking about? The teacher shows the corresponding pictures and Chinese characters according to what the children say. )
2. The teacher guides the children to know the Chinese characters of animals.
Play the story recording, watch PPT and listen to the story completely. Is this story interesting? Then let's listen to it again.
The expansion of verb (verb's abbreviation);
1, do you think it's good for small animals to defecate like this? Why?
2. If we want to go somewhere?
Activity reflection:
Who's on my head Uh-huh is a picture book full of childlike interest. It's hard to say when you defecate. But this book uses an interesting story to explain this problem from a scientific point of view, so that children can learn to face aboveboard physiological problems with a scientific eye. For students, this book is not only interesting, but also has a "funny" effect. In this activity, with the help of pictures and PPT pictures, relying on the effective strategy of teacher-student interaction, according to the age and learning characteristics of students, in teaching, students can understand the content of picture books through collective methods and strategies such as reading, watching courseware and guessing expression. Through the process of an unlucky little mole finding out which bad guy's head is "mm-hmm", the story makes us understand easily: it turns out that every animal's excrement is different in shape, so what kind of animal will have what kind of "poop", and we also get a deeper understanding from the painting.
From the design of the activity to the preparation, I have thought about it over and over again. I divided the activity into three parts:
First, introduce books to arouse students' interest.
Second, watch PPT courseware, read collectively and understand the story.
Third, teachers and children tell stories completely.
The activity starts with "What do you mean?" This question aroused the students' interest. With this question and curiosity, bring children's attention to books and stimulate students' interest in reading. In the second part of the activity, students read collectively, watch PPT by themselves, guess the expression and other methods and strategies, so that students can better understand the story content and perceive the interesting story plot in the story. In the story, the little mole first met the pigeon, and then met Mr. Ma, the rabbit and the cow. In the process of dialogue learning and performance, I adopted a step-by-step approach. First, the teacher and the students act out the dialogue, then the students in the front and back groups act out the dialogue, and finally invite individual students to act out the dialogue. Because the dialogue of this story is simple, interesting and repetitive, the children learn quickly and have a strong interest, and are learning how the little mole is angry. During the activity, I set "understanding that different animals have different" as the teaching difficulty of this activity, but after the whole activity, most children can describe the shapes of different animals in words, such as pigeons, horses, rabbits and cows, which are big and round. Originally, this topic was difficult to talk about, but through this activity, please tell a story with the teacher and give the students a complete story. Make students retell the reading materials clearly and effectively according to the clues provided, and learn knowledge in a relaxed and happy environment.
In the activity, I also found my own problems, such as: teachers' body language should be more exaggerated, and students should be guided to have the desire to perform; Secondly, in the face of students' answers, my reaction ability is not flexible enough. In the future, I will take every detail seriously in my usual teaching, do more practice and research, make full preparations before class and reflect seriously after class, so as to make greater progress.
who is it? Mm-hmm. On my head. Large class teaching plan 5. Design intent:
This activity is selected from the picture book story "Who is on my head? , is a very humorous, interesting and funny knowledge book. It skillfully weaves irrelevant knowledge into a closely connected story, so that children can learn this knowledge easily with the development of interesting stories. What kind of knowledge is it? It is the "shit" of all kinds of animals! Because the stool is dirty and smelly, how many people will take their children and enjoy it with great interest for fear that the children will avoid it? However, this activity satisfies children's curiosity about stools through interesting stories. And with the development of the story, I know a lot of animal shit and get a lot of knowledge from it. For example, learn from the persistence of the little mole and understand the relationship between the shape, color, food intake and stool of various animals. It's hard to say when you urinate. This activity explains this problem from a scientific point of view with an interesting story, so that children can calmly face the aboveboard physiological problems with a scientific eye.
I. Activity objectives:
1, understand the story, understand that different animals are different and can use big languages.
Description of gallbladder.
2, know what kind of uh-huh is most beneficial to the human body, educate children to go to the toilet.
3. Cultivate children's good eating and hygiene habits.
Second, the activity preparation:
1, who's on my head courseware.
2. Animals and corresponding pictures.
Third, the activity is difficult:
1, the point is: different animals are different.
2. Difficulties: Different MM-HMMs can be described in complete and coherent language.
Fourth, the activity process:
(1) Import part:
The children entered the classroom with the music, greeted the guests and teachers, and sat in a half circle.
(2) expansion part:
1, show the mole map.
Let the child say his name and ask: what is on the little mole's head?
2. Appreciate the story "Who's on my head?
(1) Play Slide Show 1, 2
The teacher asked: What happened one day? What's the mood of the little mole? And ask the children to discuss, who is the little mole's head?
(2) Play slides
While editing the keyboard and mouse, the teacher asked: Who did the mole find? What is it like? Learn the dialogue between the little mole and them.
(3) The end of the story
The child is looking for answers. who is it? Mm-hmm. It's on its head.
3. Game: Mm-hmm pairing
The teacher explained the game: let some children play different small animals, and the rest of the children stand behind the corresponding small animals, holding uh-huh in their hands, and then tell their favorite guests: We are so-and-so animals, what is our uh-huh like?
4. The teacher asked: How did the little mole find the big dog? Why was the big dog on the little mole's head? And ask the children to answer questions and enjoy the story completely.
5. Teacher's conclusion: Animals and people who know different things will defecate everywhere, which is wrong. It will not only pollute the environment, but also bring disadvantages to others. What should we children do? Men and women should be separated when introducing.
6. Game: Find the most comfortable one. Let the children say what their Mm-hmm is like, and let them discuss what kind of Mm-hmm is most suitable for children.
(3) Conclusion:
All the children wish the guest teacher a comfortable banana every day and wave goodbye to the teacher.
The expansion of verb (verb's abbreviation);
Put the pictures in the story in the language area and encourage the children to act out the story boldly.
Activity reflection
Who's on my head is a pleasant book. You may find it interesting just by listening to the title of the book. Well, well, this kind of thing is very clever. The mole itself gives people a mysterious feeling, because it lives underground and can walk freely on land. After reading the book carefully, I know that this book is an experience of the mole: I don't know who is shitting on its head. One day, the little mole just came out of the ground, and something like sausage fell out of thin air, right on its head. It looks like a Paris fashion hat from a distance, but the smell is really bad. The little mole flew into a rage, but he couldn't figure out who caused the trouble. Therefore, the little mole looked for the culprit in the routine of "boldly assuming and carefully verifying". Whose masterpiece is this? With physical evidence on his head, the little mole reluctantly visited all the neighbors he could meet: pigeons, old horses, rabbits, goats and cows. They all rushed to produce their own "physical evidence" in order to get rid of suspicion. Prove that it is really different from the "fashion hat" on the little mole's head. Taking this incident as a clue, let the children know the shapes of animal droppings such as pigeons, horses, rabbits, goats, cows and dogs. It should be regarded as a "popular science" book, which is presented through stories and is easy for children to accept. Moreover, the pictures in the book pay great attention to the proportion of animal body size, which makes people feel realistic.
Usually, "poop" is something that children are taught to stay away from. It is like a special seesaw in children's psychology, and triggering once is a special experience. Moreover, it is difficult for children nowadays to see animals such as horses, sheep and cows, let alone their uh-huh So it is helpful to arouse children's past experiences. Fresh objects, special experiences, and experiences children encounter every day can all be used as the basis of spontaneous association. At the same time, smiling at "mm-hmm" helps children to establish an objective attitude towards this normal thing in life.
At the beginning of the activity, the word "mm-hmm" really caused the hidden string of children, and many children covered their mouths and laughed. But through the guidance of the teacher and the infiltration of the story content, the children gradually accepted the word and could speak openly. During the activity, I respect each child's different feelings, actively encourage them to guess what will happen later while reading, encourage them to participate in writing stories, come up with more interesting plots or sequel endings different from the author, and encourage them to compare themselves with the characters in the story.
The content of the story is humorous, the plot is interesting, and the picture is lovely, which is both interesting and informative. Let the children master the relevant knowledge in laughter. And tell children some profound truths: in life, we should be good at observing things, summing up characteristics and learning to distinguish. At the same time, we must make up our minds and strive to achieve our goals.