Field: Language
Activity name: Leaves
Teaching objectives:
1. On the basis of understanding children’s songs, try to understand them Simple words.
2. Try to use movements to express the scene of falling leaves to further understand the seasonal characteristics of autumn.
Teaching important and difficult points: understanding children’s songs and recognizing some words in them
Teaching preparation:
1. Create a large themed wall environment "Autumn is Here" 2. Fiash creates a scene of falling leaves
3. Children can already sing the song "Autumn"; children are already familiar with the poem "Leaves"
4. Scenes created based on the content of the poem Cards (the teacher has a big one, and each child has a small card, such as a small ant, a small mouse, a small hedgehog, a sika deer and a ferry boat, an umbrella, a fan, a biscuit, etc.
Teaching hours:
Educational theoretical basis (design idea):
At this stage, we are carrying out the theme activity "In Autumn". Many children told me when they came to the kindergarten. Some said, "I found the road." "There are a lot of leaves floating around," some children said, "I also have a lot of leaves in front of my house. My grandpa sweeps the leaves every morning. Our children bring all the leaves they pick up at home or when they come to the garden." In the kindergarten, the leaves aroused the interest of the children. During a sports activity, all the children in my class were playing with large equipment. One child shouted loudly, "Look, the leaves on the tree have fallen, like a butterfly." Her cry attracted the attention of the whole class of children, who all gathered around to see what was going on. Some of them used their bodies to express the scene of leaves flying down and up. Teachers should pay attention to the educational value of accidental events. Therefore, an activity of leaves was preset. The "Outline" pointed out that "contact and understand the people, objects, and things in the surrounding living environment, feel the impact of familiar scientific and technological achievements on life, and understand and abide by the basic behavioral norms in social life." Leaves are a familiar material around young children, and they already have experience with falling leaves. This activity focuses on the main theme of falling leaves, to enhance some of the fragmented experiences of young children in the early stage, and at the same time transform individual experiences into The experience of the whole class of children is based on the actual situation of the children in this class. Children are very interested in teaching some words that permeate in daily life, and they are very sensitive to words. The age of five to six years old is also a sensitive period for word recognition. We usually It also incorporates some understanding of words into daily life, so I want to use this activity to further perceive the scene of falling leaves in autumn, deepen children's understanding of the seasonal characteristics of autumn trees, and at the same time improve children's expressive ability, so that children can speak and act. In the process of doing and searching, cultivate children's memory ability and interest in word recognition.
Teaching process:
1. Arouse children's interest in feeling the falling leaves of autumn
< p>1. Scene introduction: fiash creates leaves falling and brings children into the scene2. Question: What happened to the leaves?
3. Sing the leaves. : What does the falling leaves look like in autumn? Let’s sing it with a nice voice. 4. Movements to express the leaves: We use beautiful movements to express the falling leaves.
5. Capture the movements of individual children: "I found that the movements of this leaf when it floats down are so beautiful. Let's take a look together."
What does it look like? "Let's learn it too
6. Children's collective performance of "Leaves" encourages children's creative expression of different movements
2. Remind children of the scene of small animals picking up leaves< /p>
1. Teacher: The leaves are falling, and the little animals are picking them up. Last time we compiled their picking up leaves into a poem "Leaves", let's recite it together
2. Children recall the content of the poem "Leaves"
3. Focus on guiding the unfamiliar parts of the children
3. Trigger children to learn the matching games in the poem
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1. Teacher: You recited this poem very well. Who was the first one to pick up the leaves?
Teacher: Now let’s put this together. The little animal that picks up small leaves, please come out and perform it for us again
2. Teachers and students *** operate together, first show the text and let the children guess, and then show the corresponding picture after guessing correctly
3. Teacher: What did the little ants, little mice, little hedgehogs, and sika deer say?
4. After the children said it, put the words next to them one by one (ferry boat, umbrella, flower hat, Biscuits)
5. Teachers and children read children’s songs together while looking for corresponding words
4. Game experience
1. Each child holds a small character card and Recite children's songs while operating, and the teacher will inspect and guide
2. The teacher shows the pictures and the children find the matching word cards. The game can be repeated several times
3. Activities can be done in the corner Put it in and carry out extended activities
Teaching evaluation:
1. One of the highlights of this activity is that it fully mobilized the children's interest in word recognition.
It is not about letting children simply recognize words, but to cultivate their interest in word recognition. Start with children's songs that children are already familiar with. The small animals in children's songs are the focus of children's attention. Some children have already recognized some of the words. Therefore, to stimulate their desire to learn and enjoy learning, this activity is very suitable for children in large classes. It is in line with the children's current interests and needs, and also poses certain challenges to the children.
2. Through this activity, we will build a platform for children to fully operate. During the operation, each child will have a set of operating materials. Demonstrations include group operations, and children with different abilities can have performances. Chance. Children who usually have weak literacy skills also became interested in the operation process. They boldly recited children's songs while operating, and adjusted their own materials according to the previous ones. The passive situation of the children became active and active operations.