Activity target:
1. Understand the plot and characters, and learn words: hurry, slow, lose all the time.
2. Compare different characteristics such as quail eggs, duck eggs, goose eggs, turtle eggs, etc.
Activity preparation:
1. Slideshow, slide machine , watercolor pen, oil pastel , drawing paper.
2. Pictures (see the supporting children's picture album), operation cards.
3. Several kinds of eggs.
Activity process:
1. Understand the storyline.
A teacher tells the story with an expression.
Qu's question: What happened to the story? (The article comes from. Teacher Qu's lesson plan website) Who is in the story? Did the duck mother find the egg?
b. Show the slideshow to understand the content of the story.
Communication and discussion:
a. Why did the duck mother look for eggs? Where did she give birth to the eggs?
b. Who did the duck mother meet in the grass? What did she say? What does snake egg look like? Learning words: Hurry up (can organize children to discuss).
c. Did the duck mother find the egg at the quail mother's house? What did she say? What is the quail egg like?
d. Who did the duck mother meet on the beach? What did she say? What is the turtle egg like? Learning words: Slow and leisurely (can organize children to discuss).
e. Who did the duck mother meet on the way home? What did she say? What is the goose egg like?
f. Who found the duck egg? What is the duck egg?
g. Do you like duck mother? Why? Learn words: lose all the time (can organize children to discuss).
h, listen to the story again to further understand the story content and plot.
2. Game operation activity: "Help animal mother find eggs".
Provide children with several kinds of animal eggs, and let them put the eggs in a basket with animal cards and recall the known names of egg animals.
3. Collect and further explore other egg animals.
Teacher: Do you know which animals can lay eggs? Go back and look for them and come to communicate with your friends tomorrow. OK?
Activity reflection:
Today's language activity "Duck Mom Finding Eggs" has brought me a lot of thoughts.
1. Determination of language activity type
Maybe we will treat it as a story teaching when looking at the materials and the original activity design. : I was thinking halfway through class, should I tell you if I should read the picture? In fact, the content of the literary works of this event itself is relatively simple, and there are not many words in the story that need to be enriched. But the information presented in the picture is very clear. Dialogue with different characters is something that children can discover at a glance, and the plot of the story itself is relatively simple. Children can use 1-2 sentences to tell the content of the picture, so we think such pictures are more suitable for children to carry out narrative activities.
In fact, in the new textbook, each activity only helps us determine the focus of the field, but in terms of language activities, it has the following types: narration activities, early reading, literary learning activities, conversation activities, listening and speaking games, etc. Before the activity, we can determine the type of activity and the focus of the goal by analyzing the textbooks, analyzing the provided materials, and analyzing the learning situation of children.
2. Textbook analysis determines the impact of breakthrough strategies on key and difficult points
In language activities, whether the analysis of the textbook is in place will directly affect the effectiveness of the activity. Therefore, when analyzing literary works, we not only need to be able to explore the implicit value of literary works, but also need to carefully understand the significance of the information provided in the textbooks to their implicit educational value after determining the key points.
3. The role of image presentation method in the picture-viewing story on the development of children's abilities
Because I positioned this activity on the picture-viewing story, how to present pictures is also a problem.
For this event, the plot of the story is simple rather than novel, so I think if the four pictures are presented as a whole, children can discover the changes in the plot through comparison; they can also present the first and fourth pictures first, so that children can reasonably carry out their imagination based on the clues provided by the pictures.
