Happy birthday to the Moon 1 Activity goal:
1. Cultivate children's skills in listening to stories and observing pictures.
2. With the help of picture books, children can enjoy reading through observation, imagination and performance.
3. Lead children into a rich emotional world in the form of stories. Feel friendly, tolerant and considerate, and share the pure friendship between friends who are happy with each other.
Activity preparation: courseware
Activity design:
First, import and observe the cover page.
"The teacher brought you a picture book today."
Show me the cover of this book.
(1) Open your eyes and read the cover of the book carefully. What do you see?
(2) What do you want to know most after reading this beautiful cover?
Let's open the book now and have a look together!
Second, listen to the story and ask random questions.
1, showing the picture of four Zhang Yueliang rising.
On a quiet night, the moon rises slowly, and our story begins here.
Step 2 start sharing stories
(1) The teacher tells stories
One night, bear looked up at the sky and thought, wouldn't it be nice to give the moon a birthday present? But bear doesn't know when the moon's birthday is, and he doesn't know what to give. So he climbed a big tree and talked to the moon. "Hello, Moon!" He shouted (action). The moon didn't answer. Bear thinks: Maybe I am too far away from the moon, and the moon can't hear me.
Where will the bear talk to the moon this time? (children guess)
(2) Who guessed right? Keep listening.
So he rowed across the river ... through the Woods ... and climbed up the mountain.
What will the bear say to the moon at this moment?
(3) What will the bear say in this story?
Teacher: Little Bear thought, Now that I am much closer to the moon, he began to shout, "Hi!" " This time there was an echo from another mountain: "Hi!" The bear is very happy. He thought, wow, that's great! I'm talking to the moon! "Tell me, when is your birthday? "Asked the bear. Tell me, when is your birthday? "The moon replied." Well, my birthday is tomorrow! "Well, my birthday is tomorrow," said the bear. "The moon said." What do you want for your birthday? "What do you want for your birthday?" asked the bear. "Asked the moon. The bear thought for a moment and then replied, "I want a hat." "I want a hat." The moon said. Bear thinks: Great! Now I know what to send to the moon. "Goodbye," said the bear, "said the moon.
What did the bear and the moon just say? (Display text)
Is the bear really talking to the moon? (echo)
Have you ever heard an echo? Where did you hear the echo?
What are the characteristics of echo? (Different sounds, but the same content)
Let's learn the dialogue between the bear and the moon! Teachers and children act out the dialogue between the bear and the moon. )
(4) What did the bear do?
Teacher: When Little Bear came home, he emptied all the money in the piggy bank. Then he went to the street ... and bought a beautiful hat for the moon.
I bought the hat, so how should a bear wear it on the moon? (children guess)
(5) What did the bear do in that story? (Children's observation chart, say it)
That bear, is that okay? Can the moon wear? Let's wait quietly under the tree with the bear!
The teacher said (with pictures), Look, the moon slowly passed through the branches, climbed to the top of the branches and put on her hat. "Wow!" The bear cheered loudly. "It's just right!"
Child observation: Look, is this bear the same as the last one?
Do you want to cheer loudly with the bear? (Children cheering)
Now, the bear goes back to sleep with peace of mind. The teacher said: When the bear was sleeping, the wind blew and his hat fell to the ground. The next morning, the bear saw a hat in front of the door. "It turns out that the moon gave me a hat!" He said and put on his hat. He is dressed just right! Just then, a gust of wind blew away the bear's hat. He ran behind, chasing. ...
The children looked at the bear carefully. What did you find? (Observe manners, actions, imagine language)
Can the bear finally catch up with its hat?
Yes, a gust of wind blew away his hat. What will he think in his heart?
The teacher went on to say: that night, the bear rowed across the river ... through the Woods ... and came to the mountain to talk to the moon.
Q: Guess, children. What will the bear say to the moon this time?
Let's get into the story! For a long time, the moon didn't speak, so the bear had to speak first. "Hello!" He shouted. "Hello!" The moon replied. "I lost the beautiful hat you gave me," said the bear. "I lost the beautiful hat you gave me," said the moon. "Never mind, I still like you!" The bear said. "Never mind, I still like you!" The moon said. "Happy birthday!" The bear said. "Happy birthday!" The moon said.
Third, expand and extend.
1, kid, the story is over. Is it nice? Do you like this bear? Why?
We like this little bear very much. Although the story is over, can you guess whether the bear will celebrate the birthday of the moon at this time of year? Why?
Conclusion: Yes, friends should share happiness together.
Happy birthday to the moon in Class 2, Grade 2;
1, likes reading, and is willing to express his understanding of the contents of pictures in words.
2. Learn to love and care for others.
3. Stimulate interest in natural phenomena and be willing to think and explore.
Activity preparation:
1, knowledge and experience preparation: birthday experience.
2. Material preparation: wall charts, courseware, picture books, etc.
Activity flow:
I. Preparatory activities:
1, courseware display: photos and videos of children's birthdays.
Teacher: Look at what they are doing, children.
A.dialogue: do you like birthdays? Why?
B, there is a bear. It wants to give the moon a birthday present. What gift will it give? Come on, the story begins. Happy birthday, moon.
C. Children can read freely, teachers can intervene in time, and individual children can read to help understand stories.
Second, understanding activities.
1, the teacher shows the picture.
Ask questions:
Who did you see in the story? What did the bear and the moon say? What birthday present will the bear give the moon?
Did the bear and the moon get presents? What happened afterwards? What was the result? Keep reading the story!
2. Teachers and children watch pictures on page 2 1-28 and read stories together.
A bear wants to give the moon a birthday present. He doesn't know when the moon's birthday is. He wants to ask the moon, but the bear is too far away from the moon. If you were a bear, where would you talk to the moon?
B figures 22 and 23. Do you know what the bear said to the moon when he got to the mountain?
C Figure 24 The bear bought a hat, but how did he put it on the moon? Think about it, children. If you are a bear, how can you give your hat to the moon? Come on, let's see how the bear does it. The teacher spoke on page 24.
Figure 25. What did Bell find this morning? What's his mood? Guide the children to say "dance" and let them feel the happy mood of the bear.
E Figures 26 and 27, what happened to the bear's hat? What will bear's mood be like? What will the bear say to the moon when he comes to the mountain again? What does the moon say? Let's read the words bear and moon. It seems that the bear is an honest boy. Do you want to be an honest boy?
A gust of wind blew off his hat, but the bear still said to the moon, "Never mind, I still like you." . The moon still said to the bear, "Never mind, I still like you."
Summary: The wind blows away the bear's hat, but it can't blow away their friendship. Giving love and receiving love are happy things, and friendship between friends is precious. While the bear blessed the moon, the bear was also blessed by the moon.
Fifth, fully appreciate the story.
6. End the activity and sing "Happy Birthday" together to bless the bear and the moon.
Happy birthday to the moon. Junior high school teaching plan 3 Activity goal:
1, likes reading, and is willing to express his understanding of the contents of pictures in words.
2. Learn to love and care for others.
3. Interested in natural phenomena and willing to think.
Activity preparation:
1, knowledge and experience preparation: the child had a birthday experience and got a preliminary understanding of the echo.
2. Data preparation: wall charts and courseware; There will be a story.
Activity flow:
First, prepare for activities.
1, courseware display: the scene of children's birthday in this class, all kinds of beautiful cakes, the happy scene of friends' reunion-with birthday songs.
The teacher asked: Look at these happy little angels, children. What are they doing? (birthday)
2. Dialogue: Do you like birthdays? Why?
3. There is a bear. It wants to give the moon a birthday present. What gift will it give? Let's look at this story. Happy birthday, Moon.
4. Children read independently, and teachers intervene in individual children's reading in time to help them understand the story.
Second, understanding activities.
(A) teachers show wall charts to observe children.
Teacher's question:
Who did you see in the story? What did the bear and the moon say? What birthday present does the bear give the moon?
Did the bear and the moon get presents? What happened afterwards? What was the result? Let's look at this story again.
(2) Teachers and children watch 2 1 to 28 pages of courseware together, and read stories together.
Show the courseware. Ask questions and guide the children to understand the story.
The bear wants to give the moon a birthday present. He doesn't know when the moon's birthday is. It wants to ask the moon, but the bear is too far away from the moon. You are a bear. Where will you talk to the moon?
2. (Figures 22 and 23) Do you know what Little Bear said to the moon when he got to the mountain?
3. (Figure 24) Little Bear bought a hat, but problems also appeared. How can he put his hat on the moon? Think about it, children. If you are a bear, how can you give your hat to the moon? Great! Let's see how bears do it. The teacher talked about the pictures on page 24.
4. (Figure 25) What did Bear find in the morning? What's his mood? Children can be inspired to observe the bear's expression and movements, let them say the word "dance", and let them express the bear's happy appearance with actions. )
5. (Figures 26 and 27) What happened to the bear's hat? What will bear's mood be like? What will the bear say to the moon when he comes to the mountain again? What does the moon say? Let's read the dialogue between the bear and the moon. It seems that the bear is a very honest boy. Do you want to be an honest boy?
6. A gust of wind blew off his hat, but the bear still said to the moon, "Never mind, I still like you." The moon still said to the bear, "It doesn't matter, I still like you." What did you read from this sentence? Yes, a gust of wind only blew away the bear's hat, but it couldn't blow away their friendship.
7. Teacher's summary: In fact, it is a very happy thing to give love and get love, and the friendship between friends is very precious. While the bear blessed the moon, the bear was also blessed by the moon. Is today's story good? Then let's open the book again and tell the story to the teacher completely.
Fourth, complete appreciation, the teacher reads the story aloud, and the children read it softly.
Fifth, end the activity.
The story is over. Are the bear and the moon happy? Let's sing a happy birthday song for the bear and the moon. I wish them happiness forever. (Music begins)
Bear and the moon are very happy when they hear the blessing of class five children. Are you happy?
Do you know when mom and dad's birthday is? If they celebrate their birthdays, how are you going to celebrate their parents' birthdays and make them as happy as you? Now you can go to them and tell them quietly. (Music begins)
Activity reflection:
The most important feature of excellent picture books is those pictures full of childlike interest, which are deeply loved by children. Therefore, teachers often tell stories affectionately and guide children to read pictures in time to feel what is hidden behind pictures, which not only gives children knowledge and skills, but also mobilizes emotional attitudes, which has a far-reaching impact on their growth. The teaching design of "Happy Birthday, Moon" aims to make children feel the pure friendship of love, tolerance and happiness while listening to stories through concise words and exquisite and vivid pictures. In this activity, I was most impressed by the following points:
First, ask appropriate questions to challenge children's thinking.
Questioning is the core of collective teaching activities. Qi Teng Hibo, a famous Japanese educator, even thinks that asking questions is "the life of teaching". Unreasonable questioning will inhibit the enthusiasm and creativity of children's thinking and reduce the effectiveness of teaching. In the process of teaching, it is often simply thought that the more questions you ask in collective teaching activities, the more you can inspire children. Not asking questions or asking fewer questions is indoctrination, and it is injection teaching. However, research shows that teachers ask too many questions, which will limit the space for children's thinking activities and deprive children of opportunities for discovery and experience. Therefore, children with low quality problems are unwilling and do not need to think, and mechanical "yes" and "yes" cannot challenge children's thinking. In this activity, I often use the method of letting children observe pictures carefully to arouse their multi-sensory comprehensive perception of pictures and make their thinking more concrete and rich. For example, when I look at the cover, I no longer use the conventional question: "What do you see? What are they doing? " And so on, and used the jumping question: "Please look at this cover carefully, what will you think of?" In this way, the child's answer will not stay on the surface image, but more will make the child think of "what is it doing?" "What's he thinking?" Wait a minute. Considering that he is a child in a large class, simple questions can only bind the child's thinking, thus turning questions into thinking challenges. For another example, when talking about the bear climbing to the top of the mountain and talking to the moon, which led to the concept of "echo", I asked, "Are you surprised to hear this?" Starting from children's inner feelings, arouse children's curiosity about "two voices" and solve the difficult problems in the story through children's own questions. This kind of problem gives children the opportunity to learn independently, rather than the teacher blindly looking at pictures to instill. But in the end, it seems to be an understatement. How to make children sublimate the pure friendship they have experienced among friends, such as mutual love, mutual tolerance and understanding, and sharing each other's happiness, is debatable.
Second, pay attention to listening and give children proper evaluation.
Evaluation is an important link to respect children's dominant position and promote children's development, and it is also a lubricant for classroom teaching. Effective evaluation can strengthen children's initiative to participate in learning activities and awaken and stimulate children's desire for innovation. In this case, teachers must listen effectively and make effective evaluation. For example, when a child said "Happy birthday, Bear, Moon" on the cover, I immediately realized that the child could read, so I said, "Do you know these Chinese characters? What a child who loves to learn! " After hearing my affirmation, the child sat down with a smile, indicating that the teacher's evaluation and encouragement made the child very satisfied and proud.
Third, talk about picture books and give children emotional experience.
Our analysis of some picture books is often to "instill" traditional knowledge into children, who only passively accept the teacher's point of view. However, the perfect reading process is definitely not passive acceptance, but a process of understanding works according to children's own emotions, thoughts and knowledge. As the main body of reading, children's feelings and conclusions will not be exactly the same because of different cognitive structures, personality hobbies and reading experiences, and their understanding of picture books will be different. In this case, I didn't throw out the so-called "standard answer" prematurely, but set up doubts in time to guide children to understand picture books according to their own experiences. For example, when talking about "Bear hangs his hat on the branch and expects the moon to put it on", I let the child know: "What do you want?" "What happens if you really wear it?" Let children perceive and understand the bear's expectation psychology and true attitude towards friends in the picture book according to their own emotional experience.
Fourth, leave regrets and give teachers room for reflection.
In the classroom, teachers often don't allow children to have "deviant" behavior, expecting them to complete it step by step according to the ideas designed by teachers, but this often omits many wonderful scenery, which makes children's personality and self-confidence not fully displayed. In this activity, when I was eager for children to imagine how Little Bear put on a hat for the moon according to the picture, one child stood up and actually read it according to the words: "That night, Little Bear hung his hat on the branch ..." God, this child actually knows so many Chinese characters, and it is word for word! I was afraid to miss the wonderful imagination of other children and let them sit down hastily and not express their opinions ... In hindsight, how naive I was at that time, why couldn't I say, "Yes, we can know the result besides observing the picture. The child is more capable and can read the words in the book. He is really an amazing child who loves to learn. " If so, I think children must have more confidence in their future study. Afterwards, his teacher also said: "This is a child who doesn't like to raise his hand to talk, but he knows a lot of words seriously, not like a boy at all." After listening to his teacher, I felt more guilty. Yes, I could have given him a stage to show his talents. Perhaps I praised my former child's eagerness to learn and aroused his desire to answer questions, but my selfishness deprived him of his eagerness to learn and self-confidence!
Happy birthday to the moon, lesson plan 4, activity goal:
1. I like reading, and I am willing to express my understanding of the contents of the picture in words.
2. Learn to love and care for others.
3. Interested in natural phenomena and willing to think.
Activities to be prepared
Wall charts, tapes, tape recorders, story readers, a book,
Activity process
I. Preparatory activities
1. Teachers greet each other,
2. Children take books in order or teachers send books.
Second, perception activities.
1. Say: Do you like birthdays? Why? What will you get for your birthday?
2. There is a bear. He wants to give the moon a birthday present. What gift will he give? Let's take a look; The story Happy Birthday, Moon.
Three. Understanding activities
1. Children read independently, and teachers intervene in individual children's reading in time to help children understand stories.
What birthday present does the bear give the moon? Did the moon receive it? Did the bear get a gift from the moon? What was the result?
2. The teacher shows the wall chart and the children observe it.
(1) What are the bears and the moon talking about?
(2) Why do the bear and the moon light birthday candles?
3. The teacher and children read story books together.
Teachers ask questions to guide children to understand the content;
(1) When is Xiong Heyue's birthday? What birthday present does the bear give the moon?
(2) What did the bear find in the morning? How is his mood?
(3) How does the bear feel when he loses his hat?
(4) Why does the bear feel happy again?
4. Teacher's summary
In fact, giving love and receiving love are very happy things, and friendship between friends is very precious.
Fourth, fully appreciate it.
1. The teacher plays the story recording, and the children read and point to the story.
2. The teacher reads the story aloud, and the children follow it gently.
Verb (short for verb) ends the activity.
Communicate and summarize, play music, children collect books and set tables and chairs in an orderly way.