Teacher: Teacher Qu.
Design intent:
Small class children who have just entered the park have just entered the collective life and are very dependent on their families. The poem Who is Most Ashamed is short and pithy, which shows the independent psychology of various animal images. Because small class children's thinking has concrete characteristics, so I designed a simple and easy-to-understand poem structure diagram, trying to mobilize children's learning enthusiasm through observation, speculation, performance and experience. At the same time, with the help of the image meaning of "little kangaroo, shy" in the poem, I encourage children to "grow up and walk by themselves" like small animals such as chickens and ducklings, and strive to overcome difficulties by themselves, thus helping children take the first step of "independence" in life.
Activity objectives:
1. Learn to recognize all kinds of marks on the poem structure diagram, perceive the walking modes of chickens, ducklings, rabbits and kangaroos, and initially try to learn independently.
2. Learn poetry, feel the innocent and lively interest of poetry, and experience the shyness of kangaroos.
Activity preparation:
A teaching structure diagram drawn according to the content of the poem (attached), the song "Good Boy".
Activity flow:
1. Observe the structure diagram of poetry and stimulate the interest in learning poetry.
Teacher: Today, there are many new friends in our class. Take a look and say who is there. Show the poem structure map and encourage children to observe the images of small animals on the map carefully. )
Young: There are little rabbits and big rabbits.
Teacher: Oh, it's Little Rabbit and Mother Rabbit.
Yang: I see chickens and hens.
Teacher: How does the chicken follow the hen?
Teenager: (while holding a chicken mouth in his seat, while doing actions, while answering) Ji Ji.
Young man: There are kangaroos and kangaroo mothers.
Little duck and mother duck.
Teacher: You really looked carefully and saw chicken, hen, duckling, mother duck, rabbit, mother rabbit, kangaroo and mother kangaroo.
Teacher: I'm so glad that so many small animals have come to make friends with us. Let's say hello to our good friends and welcome them to visit!
Children: Hello! Hello, chicken! Hello, kangaroo! Welcome your arrival!
Structure diagram can help children intuitively perceive animal images in poetry, and lay a cognitive and emotional foundation for their first attempt to learn poetry independently. )
2. Be familiar with and distinguish the characteristics of each symbol in the poetry structure diagram, and study poetry independently.
(1) Guide children to observe small animals and the symbols behind them, and get a preliminary understanding of the content of poetry.
Teacher: The teacher also drew some symbols behind the small animals. What are these symbols like? Guess, what are these little animals doing?
Teacher: What's the mark on the back of the chicken and hen? What does this mark look like?
Teenager: Like a small arrow.
Yang: It's a bit like the small footprints of a chicken walking.
Yang: It means that chickens walk like this. (the child's little finger marks. )
Teacher: You speak very well. This little mark, which is a bit like a chicken footprint, tells us how the chicken walked: chicken, follow mom, go! Let's go Let's go
Teachers and children read children's songs together and perform the poem with simple body movements. )
Visualizing and visualizing the content and structure of poetry with structural diagram is beneficial to children's active guess and reasonable imagination, and gives full play to their initiative in learning poetry. In this link, teachers fully mobilize children's various senses to participate in multi-channels, perceive and understand the meaning of structural diagrams, recite and memorize the contents of poems, and pave the way for later perception and memory of repeated poetic sentences. )
(2) Encourage children to continue to observe the structure of the poem, guess the content of the second and third paragraphs of the poem, and try to express it in their own language. Teacher: What's the mark behind the duckling and its mother? What does this mark look like? Guess, what are the duckling and his mother doing?
The duckling is swimming.
Teacher: How do you know the duckling is swimming?
Young man: There is water in the river.
Teenager: there is water, duckling, swim quickly! Swimming. Swimming.
Teacher: You observed carefully and spoke very well. "Little duck, swim with your mother! Swim and swim! "
The teacher stood up to imitate the mother duck swimming in the river with her ducklings, and read the poem while swimming. )
Teacher: What's the mark behind the rabbit and its mother?
Yang: There is an arrow.
Teacher: Yes. What does this arrow mean? Guess, what are Little Rabbit and Mother Rabbit doing?
Little rabbit jumped up.
Little rabbit jumps up, jumps up, jumps up. As he said this, he jumped up beside his seat. )
Teacher: You are so clever. The little arrow pointing up tells us that the rabbit is jumping. This is a poem written by a rabbit. Who will read it together?
Rabbit, jump with your mother! Jump! Jump!
The teacher encouraged the children to dance around the teacher while reading the poem. )
The teacher tried to make the children teach themselves poetry. With the help of the structure diagram, children can gain initial experience from the content and sentence pattern of the first poem, and transfer the newly acquired experience to the study of the second and third poems, thus reducing the difficulty of learning poetry. )
3. Learn the fourth sentence of the poem and experience the shyness of kangaroos.
(1) Encourage children to carefully observe the poem structure diagram and distinguish the mothers of other small animals from the mothers of kangaroos.
Teacher: Look carefully. Where are the kangaroos?
Yang: Mom is holding it.
Teacher: Chickens, ducklings and rabbits all follow their mothers. What about kangaroos?
Young: It wants to be hugged by its mother. What a pity!
Kangaroo: Kangaroo is a big slacker.
At this time, all the children laughed and laughed at the little kangaroo. )
Teacher: Look, kangaroo's face has changed because of your smile. How did it become?
Yang: He was embarrassed and his face turned red.
Teacher: Really, the little kangaroo's face turned red. What will kangaroo think when everyone laughs at him?
Young: I will be unhappy.
Young: blushes when you are embarrassed.
Teenager: shy, don't hug your mother next time.
Teacher: Kangaroo is shy after listening to her little friend. Please think about it. What body movements can we use to express it?
(2) Encourage children to express "shame" with various body movements.
(3) Summarize the child's answers, recite the poem with the child with a shy expression, and pay attention to correcting the child's "shame" sound.
Children in small classes also have their own ideas about right and wrong, and can simply judge which behaviors are good and which behaviors are bad in life. In this link, children perceive the behavior of kangaroos by observing pictures, and naturally they will have a preliminary sense of shame about asking their parents and grandparents to hold them. Teachers have achieved the goal of educating children to "walk independently when they grow up". The imagination and exaggerated expression of shy movements make children have a profound experience of "shame". )
4. Fully appreciate and learn to recite poems.
(1) Teacher: The poem we read together just now has a nice name, which is "Who is most ashamed". Please look at the picture and listen to the teacher carefully.
(2) Teacher: Who is in the poem? What are they doing?
Teachers guide children to recall the contents of poetry and get familiar with and understand poetry. )
(3) Teachers and children do simple body movements while reading poems.
(4) The teacher reads the names of small animals, and the children read the second half and do corresponding actions at the same time.
5. Summary: Encourage children to walk independently instead of being held by adults.
Teacher: Kangaroos refuse to walk by themselves, so they are held by their mothers. Shame, shame! Please advise the kangaroo and help it correct its shortcomings. What do you want to say to kangaroos?
Young: Kangaroo, don't let your mother hug you.
Kangaroo, come out of mom's big pocket.
Kangaroo, come out and play with us.
Teacher: Chickens, Ducks and Rabbits. They can walk, swim and jump by themselves. They are really capable. After listening to our words, the kangaroo will go by itself, instead of being held by its mother. Great! Let's applaud the kangaroo and say to it loudly: "Kangaroo, you are great, we like you!" " "
Teacher: Kangaroo doesn't want its mother to hug it, so what should we do when we go home from kindergarten?
Extended activities:
1. Guide children to change the image of chicken, duckling, rabbit and kangaroo. In poetry, there is also copying poetry.
2. Encourage children not to be hugged by their parents in daily life, but to do what they can.
Ps: Who is the most shameful?
Chicken, follow mom, go! Let's go Let's go
Duck, swim with your mother! Swimming. Swimming.
Rabbit, dance with mom! Jump! Jump!
Kangaroo, it wants its mother to hug it. Shame on you! Shame! Shame!
(More lesson plans are in: Teacher Qu's lesson plan network)