# Lesson Plan # The language of the introduction is the sound that conveys information. It is the most important communication tool for human beings and the main way of expression for people to communicate. I have prepared the following content, I hope it will be helpful to you!
"Little Sheep Looking for Mom" ??
1. Design Intention
Some time ago, there was a child in the class who I was feeling gloomy and was in a very low mood. After some communication, I learned that something had happened in the family. The child’s grandmother had passed away due to illness. The child had been raised by her grandmother since she was a child. She had a deep relationship with him, and it was hard to accept the news for a while. In order to help this child get out of the predicament as soon as possible, don't be immersed in grief all day long, and face the reality with a positive attitude. At the same time, so that other children can understand other people's emotions and put themselves in others' shoes, I introduced the reading book "Little Sheep Looking for Mom". This book allows children to experience sadness, helplessness and despair together with the lamb, and finally feel happiness. Let the children experience and observe the sad emotions of the lamb after losing its mother and the warm feeling after finding the mother, and further cultivate the children's empathy and compassion.
2. Activity objectives
(1) Teaching objectives
1. Through empathy, experience the sadness, disappointment and other emotions of the lamb in the process of finding its mother. , understand the content of the story.
2. Tell the story completely, and be able to express it in an adjusted manner according to the elements of the story (including the cause, process and result of the story).
3. Be considerate of other people’s situations and willing to help others.
(2) The important and difficult teaching goals are mentioned: guide children to understand the sadness and disappointment of the lamb in the process of finding its mother through empathy, and understand the content of the story. In the book, the lamb was rejected many times, allowing the children to feel the helplessness and sadness of the lamb after being rejected, and finally found warm happiness. The focus is to let the children feel the changes in emotions, and at the same time, it also stimulates the children's sympathy and willingness to help. others.
3. Activity preparation:
(1) Rhythmic music;
(2) Cow mother, duck mother, fish mother headdress and cow baby, duck baby, Several baby fish headdresses, a baby sheep headdress, and a little boy's headdress;
(3) Shared reading of the big book "Little Sheep Looking for Mom";
IV. Activity Process:
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(1) Introduction activities. Children enter the classroom and clap their hands to the music of various small animal mothers and small animal babies. The teacher invites the mother cow, mother duck, and mother fish to the front to invite the baby cow, baby duck, and Baby fish, baby sheep, and small animals are looking for their mothers. (Play cheerful music, the teacher asked the baby animals if they have found their mother?). At this time, there was a baby lamb who could not find his mother (play sad music).
Teacher: Only the lamb has not found its mother. Why hasn’t the lamb found its mother? (Children make bold guesses) Today the teacher brought the children a reading book "Little Sheep Looking for Mom" ??to see what happened. (Children are asked to sit back in their seats and put their headwear under the chair.) This link arouses children's curiosity and leads to reading.
(2) Constructing stories (combined with the two years of shared reading learning for children in my class, the children observed the pictures carefully and were able to boldly express their own opinions. In order to allow the children to better read the content of the pictures, more in-depth Feel the changes in the lamb's emotions, not limited by words, and have a more open mind. After thinking about it many times, I blocked out the text on each page.) In the teaching process of guiding children to interpret the picture information and display it in large pictures, I The following teaching strategies are adopted:
1. Preset ambush and create a space for children to fully imagine. When doing reading analysis, the previous page sets the stage for the next page, and the teacher asks questions in response, stimulating children to think boldly. .
2. Observe carefully and express boldly. Guide children to carefully observe the information points in the picture, feel the ups and downs of the lamb's emotions, create observation opportunities for children, and express their thoughts boldly.
3. Discover problems and verify hypotheses. When reading each page, guide children to discover problems in time, try to solve them, and verify the hypothesis results on the next page.
Cover:
Teacher: The name of this reading book is "The Lamb Finds Its Mother". Children, think about it, what happened, why did the lamb go to find its mother? (Children make bold guesses: the lamb went out to play and got lost; the lamb was taken away by bad guys, etc.).
Stimulate children’s imagination and arouse their interest to continue to pay attention to the development of the story on the first page:
Who is in the picture? Where are they? (The lamb and its mother are at the foot of the mountain; waiting in the sheep pen) What happened to the mother sheep? (Asleep; sick) Why is the mother sheep lying down and the lamb standing? (The mother sheep is sick) The mother sheep is sick. What kind of expression does the lamb have? (Sad) The mother sheep is here. She is just sick. Why does the lamb still want to find its mother? (Mother Sheep is dead) The teacher tore off the blocking paper to summarize the picture, and read the text emotionally (to verify the results of the children’s guesses) Teacher: Mother Sheep is really dead, so what is your mood like at this time? (The lamb is very sad) The first page focuses on letting the children feel the sadness of the lamb losing its mother.
Second page:
Where did the little sheep come at this time? (On the top of the mountain) What did it see? (The other baby lambs are with their mother) What is the lamb thinking at this time? (How nice it would be to have my mom there too!) What does its expression look like? (Envy) The teacher tore off the blocking paper and emotionally read the summary: What will the little sheep do next?
(Children’s bold guesses) Focus on the observation on the second page to guide the children to experience the sadness and sadness of the lamb, and elicit the idea that the lamb wants to find its mother.
Page 3:
Where did the little sheep come again? Who did you meet (on the hillside)? (Horse) What would the lamb say to the horse? (Children make a bold guess) What will the horse say to the lamb? (Children make bold guesses) The teacher tore off the covering paper and read aloud with emotion. How would the lamb feel when it was rejected by the horse? (Children make bold guesses) Invite two children to act out the dialogue between the horse and the lamb. (Performing with emotion) If the lamb is rejected, what will it do? (Continue to look for mother) Page 4:
Where did the lamb come again? Who did you meet (at the foot of the mountain)? (Cow) What would the lamb say to the cow? (Children make bold guesses) What would the cow say to the lamb? (Children make bold guesses) The teacher tore off the covering paper and read aloud with emotion. How would the lamb feel when it was rejected by the cow? (The lamb is even sadder) The lamb is rejected again. What will it do? (Continue to look for mom)
"Little Train Walking with the Sun"
Activity goals
1. Help children understand the meaning of walking by observing the content in the picture. , know the main characters of the story and the places they pass through while traveling together.
2. Encourage children to boldly tell the simple dialogue between the train and the sun in the story.
3. Experience the joy of walking with your companions. `
Activity preparation
1. The story "Come Together".
2. Computer, PPT.
Activity process
1. Listen to the sound of the train, show PPT, guide children to observe, understand the meaning of walking together, and know the main characters of the story.
Teacher: Listen, what is coming? (The train is coming).
Teacher: It’s really a train. Where did this little train stop? (On the edge of the grassland) What time is it now? (Early morning)
Teacher: He met his good friend, (yellow and round, with only half of his head sticking out, who is it?)
Young: sun.
Teacher: What will the sun say when it sees the little train? "Hi, hello"
Teacher: Look! Who is the little train inviting to go with it? So what will you say to the sun when you invite him? (Encourage children to talk individually about "Do you want to go together?")
Teacher summary: It turns out that two good friends traveling and playing together have a nice name, called "Peer".
Teacher: Have you ever gone with any good friend? (narratives by individual children to help them understand the meaning of walking together.)
Teacher: Woohoo, the little train parked at the edge of the grassland is getting ready to hit the road.
2. Use PPT to help children observe and encourage children to boldly tell the simple dialogue between the train and the sun in the story.
1. Show the situation picture PPT of the section halfway up the mountain. This section is mainly a description of flowers.
Teacher: Woohoo, let’s go. The sun said, “Where are you going?” The little train said, “Go to the top of the mountain to play.” Who is welcoming them?
Young: The flowers along the road are welcoming them warmly.
Teacher’s summary: The high mountains are covered with green trees. Accompanied by the sun, the little train drove through the mountains, and the flowers along the way warmly welcomed them.
2. Show the passage to the cave and the woods. This section focuses on learning to use sentences with XX, XX and XX to describe the fruits on the trees.
Teacher: It turns out that they were going to play on the top of the mountain. After passing through the cave, what did the little train and the sun meet? (Fruits of various colors), what do the fruits look like? Like what? (The fruit hangs on the tree like a small lantern) What are the colors of these fruits? (Guide the children to use sentences with XX, XX and XX.)
What would the little train say when he heard the little sun whispering "I am yellow"? (Quietly say "I am red")
3. Feel the change of time, encourage children to observe the picture carefully, and boldly tell the dialogue between the train and the sun.
Teacher: The little train and the sun are walking happily together. When is the time? (Noon), lo and behold! Where did the little train come? Where has the sun come? (Mountain of the Mountain)
Teacher: It turns out that they walked together to the top of the mountain. Standing on the top of the high mountain, what would Little Train and the Sun say? (Tell the kids next to you.)
Teacher summary: Farewell to the white clouds on the top of the mountain, the little train was in contact with the sun, and passed by trees that looked like giants, as fast as down the mountain. go ahead.
Teacher: What did the little train think of the trees here? Let's listen to the little train say "the trees here are so tall" and the sun say "it's like going through a tunnel"
Help young children experience that the train goes through the woods like going through a tunnel.
(Use body movements with children to express)
4. Teacher: How fast is the train going down the mountain?
Young: Soon.
Teacher: What do we usually play in kindergarten? (Slide) (Use body movements with children to express)
Teacher: What will the sun say? (Wait for me) Look, we are almost at the bottom of the mountain.
5. Teacher: Huh. The little train took a breath and slowly stopped. At this time, the sun also went down to rest, and the sky gradually became dark. What would the little train and the sun say? (Guide the children to tell their own stories) Wow, I’m so tired after walking for a day! Good night, we will travel together tomorrow.
3. Tell the complete story with the children and experience the happy emotions of walking with their peers.
1. Appreciate the story completely. The teacher slows down the speaking speed in a timely manner and encourages the children to use the sentences they have just learned to tell the story.
2. Question after listening:
Teacher: Who walked with whom in the story?
Activity Extension
Teacher: Children, during the break, you can take a look and think about it with your parents. What are the changes in the position of the sun in the morning, noon, and evening? How is it?
"It's great to grow up"
Activity goals:
1. Through children's songs, stories, height comparison and other methods, guide children to discover that they have grown up. High, grow up.
2. Be willing to share your findings in activities with your peers.
3. Feel the joy brought by growth.
Activity preparation:
1. Organize a set of childhood photos.
2. Collect comparison pictures of shoes, socks, children, roosters, and frogs worn by children last year.
Activity process:
1. Introduce activities by looking at pictures and talking.
Teacher: "What were children, roosters, and frogs like when they were young? Compare the differences between them when they were young and now, in groups of two or three."
Teacher: "One sentence per person Take turns and think about the differences between us when we were children and now. "
2. Collect the shoes, socks, gloves and hats that you wore last year, try them on, and talk about your feelings.
3. Story: "I have grown taller".
Discussion: "Has the little monkey grown taller? Where should the little monkey be measured?"
4. Compare height with peers.
1. The two people are taller and shorter - stand up straight and back to back.
2. Three or four people are taller and shorter - two by two, standing up straight and back to back.
3. A group of children lined up to compare heights - Discussion: Who is in our group? Who is the shortest?
5. Song Laugh, Laugh, Learn to sing the song "Laugh, Laugh", follow the characters in the song, and imitate the movements according to the rhythm of the music.
1. Use it in conjunction with the role you play: "When I grow up, I can..."
2. Say a sentence and add dance moves while speaking and performing.
3. Question: Children, tell me why it is good to grow up? Discuss with peers and ask children to express their own opinions.
4. Divergent thinking.
Invite the children to take out photos of themselves when they were young. The children should look at them, think about them and answer the question: "What can't you do when you are a child? You have to do it when you grow up"?
< p>5. Observe, think and answer.6. Practice speaking.
Guide children to use: "When I grow up, I can..." Say one sentence and express your thoughts on "growing up" one by one
7. Expand and extend.
The teacher asked a question: "If I were a small animal instead of a child, would I also look forward to growing up?" Practice the sentence pattern of "When I grow up, I can..." (for students who can speak boldly Young children are rewarded with small red flowers).
We will grow taller: Think about it, what do you want to do when you grow up? Outdoor activities: Find friends and ask the children to go home and do something to prove to their parents that "I have grown up."