Teaching plan "Little Duck Lost" in kindergarten middle class 1 Activity goal:
1, know the danger of getting lost and rescue methods, and carry out survival education.
2. Enhance the ability to solve different problems through personal experience and scene setting.
3. Enhance self-protection awareness and have sympathy for lost and abducted children.
Key points: know the danger of getting lost and the way to save it, and carry out survival education.
Difficulties: Enhance the ability to solve different problems through personal experience and scene setting.
Activity preparation:
1, find some newspapers to publish the news that the child was cheated and abducted.
2. The maze diagram of the lost duckling.
The children will perform the missing duckling.
Activity flow:
1. Show the maze of ducklings looking for their homes, and draw out the theme.
Teacher: Why is the duckling crying? How did it get lost and couldn't find its home? What should we do?
Let the children find a home for the lost duckling in the picture.
2. Teachers set up scenarios to guide children to find solutions to problems.
Teacher: Children sometimes get lost when they go out to play. You see:
Xiaohong saw a lovely talking doll when she was shopping with her mother. She found the doll there. After a while, she suddenly found that her mother was gone. What should I do?
3. Set up imaginary activities: the danger of getting lost.
Teacher: What danger will happen if you get lost? How to find someone at home?
The teacher concluded: If the child is lost, don't panic, don't just cry, try to find relatives in various ways. Never follow strangers.
4. Introduce some cases about being abducted published in newspapers to attract children's attention.
5. Organize children's dialogue: How to avoid getting lost and getting lost?
6. Music performance: "The Lost Duck"
Teaching plan of "Little Duck Lost" in Class Two of Kindergarten I. Activity Objectives:
1. Guide children to understand two lyrics and express different emotions. On the basis of learning to sing, learn to express them with soft jumping songs.
2. Try to compose and write lyrics, make maps and experience the fun of singing activities.
3. Feel the harmonious and beautiful relationship between people and animals, and cultivate children's feelings of caring for small animals.
Second, the activity preparation:
The picture The Lost Duckling (1) (2), the atlas (1) (2), and the smiling face.
Third, the activity process:
1, vocal training: I love my little animals (level 5)
(Comments: The initial stage of vocal music training is not only to prepare for the later singing activities, but also to let children naturally express their love for animals when singing their favorite animals. )
2. Introduce stories to stimulate children's interest.
Show me the picture (1). Teacher: What do you see?
Xiao A: One day I saw a duckling playing by the pond.
Xiao B: I see the duckling crying. Because it misses its mother.
Xiao C: I also saw willow trees.
The teacher told a story: One day, the duckling was playing under the willow tree by the pond. Play with it, it gets lost, can't find its home, and can't find its mother. It cried for its mother.
(Comment: This is an open question, which breaks the traditional question "Where is this?". Who is there? "and other issues, it can make children fully express their understanding of the meaning of the picture, make the picture come alive, and facilitate children to understand the story told by the teacher. )
3. The teacher dances to the melody and lets the children guess what the teacher wants to tell you.
Teenager A: I saw the teacher do this because it means water wave.
I saw the tree swaying (waving its arms).
Xiao C: I saw the duckling barking. It was crying (wiping away tears).
(Comments: This session is mainly to make children familiar with the melody while enjoying the dance, and also to demonstrate and inspire the following song performances. )
4. Teachers and students cooperate to fill in the atlas (1) and learn to sing the first paragraph of the song.
(1) Show the atlas and understand that each grid represents a lyric. The teacher sings and the children point to the pictures in turn. Teacher: What's the problem?
Yang: 1, boxes 2 and 3 are spaces, and there are no thumbnails.
(2) refers to four, five and six squares. Teacher: Did you hear what the teacher sang in these places just now?
Xiao A: This is a duck's mouth. I listen (sing): Xia.
Young B: The sixth picture shows the mother duck, (lead): crying mother.
Children learn to sing 4, 5 and 6 sentences by finger painting.
(3) Teacher: Where does the duckling call its mother?
Teenager: By the pond, under the willow tree.
While listening to the teacher sing, fill in the sentences of 1, 2, 3 with the children's answers, and the children learn to sing 1, 2, 3.
(4) Teachers and students look at the pictures and sing together to check whether they are pasted correctly.
(5) Let the children look at the pictures and sing at the same time.
(Comments: In the past, children were asked to learn and memorize the lyrics by looking at the atlas. This time, it is difficult for children to learn and make atlases by listening to the lyrics. According to the age characteristics of the children in the middle class, I first adopted the method of discussing the atlas with the children, which not only kept the children's interest, but also taught them to pay attention to some details when posting. )
5. Learn to make atlas (2) and write lyrics in the second paragraph.
(1) Diagram (2). Teacher: The duckling is lost. Please guess who saw this moment.
Yang: The children saw it.
Prompt children to find children and eyes in the picture, paste them into 1 and 2, and learn to sing 1 and 2.
(2) Teacher: How do children do it?
Yang: Pick up the duckling.
Guide children to paste the third grid and sing 1, 2 and 3 sentences continuously.
(3) Teacher: The child is very happy. How does she sing? Find out which picture to post.
Yang: La la la.
Guide children to paste the fourth and fifth squares and sing 1~~5 sentences in turn.
(4) Guide children to paste the small house into the last grid and check whether it is correct. Sing the second paragraph continuously.
(5) Try to sing the second paragraph of the song while watching the atlas.
6, while pointing to the map, while singing completely.
7. Experience the different emotions of songs and learn to sing with emotions.
Show two facial expressions, crying and laughing, and let the children stick them in front of the atlas. How to paste them? Why?
Young: stick your crying face on it, because the duckling cried when he couldn't find his mother, and stick his smiling face on it. The duckling is very happy to go home.
The teacher concluded: in the first paragraph, the duckling got lost and couldn't find his mother, so he was very sad. We should sing in a soft and sad voice. In the second paragraph, when the children send the duckling home, the duckling is very happy, so we should sing with the sound of happy jumping.
Listen to the piano and sing this song twice with emotion.
(Comments: Pure language prompts can also make children sing two lyrics with different feelings, but this way of pasting Facebook not only deepens children's understanding of song expression, but also plays an inspiring and guiding role by pasting Facebook in front of the paragraphs, which is in line with children's intuitive thinking. )
8. Try to perform songs with actions.
(1) Let the children think about what actions can be used to express each lyric while singing.
(2) Let the children find an empty seat for the song performance.
Comments: This is a children's song with the plot of the richest man. It is not only beautiful in melody, but also rich in lyrics, just like telling a beautiful story, which is deeply loved by children. I first use pictures to tell stories to arouse children's interest and understand the contents of the lyrics, and then use dance movements to arouse children's thinking, and at the same time let children get familiar with the melody. Then try to guide children to create and learn lyrics by making maps, so that children can learn to sing happily and actively in the process of operation, and feel the good feelings between people and animals from songs. The final song performance pushed the children's emotions to a climax.
Teaching plan 3 "Little Ducks Lost" kindergarten middle class activity goal:
1, guide children to learn to sing on the basis of understanding the lyrics.
2. Guide children to express the joys and sorrows of songs with different singing forms and techniques.
Know how to prevent getting lost and learn to protect yourself.
4. Cultivate children's good painting habits.
5. Try to summarize the basic parts of the observed objects into figures and boldly express their different characteristics.
Activity preparation:
Image rhythm spectrum table
Activity flow:
1, show pictures, arouse children's interest and understand the artistic conception of lyrics (a duckling is crying under the willow tree)
Teacher: "What the hell is going on?" Preschool guess
Teacher: "Let's go and have a look!" " (Play the courseware)
Teacher: "What did you see in the cartoon, little friend?" Son: "The duckling is crying!" " "
Teacher: "Why is the duckling crying?" Child: "The duckling can't find his mother!" " "
One day, the duckling was playing under the willow tree by the pond. He can't find his mother and home after playing. He was in a hurry and called for his mother everywhere. At this time, a child saw it, picked up the lost duckling and sent it home. The duckling is happy to go back to his mother.
2. Demonstrate songs to stimulate children's desire to learn and sing.
Teacher: "little friend, the teacher compiled this interesting story into a nice song today." It's called Duckling Lost. Do you want to listen to this song? "
Teacher: "Little friend, what do you think of the artistic conception of this song?"
The teacher sang the first paragraph of the song in a sad tone: "By the pond and under the willow tree, there is a lost duckling, sipping and crying for his mother."
Teenager: "Sad, sad, unhappy ..."
Teacher: "Where did the duckling get lost?"
Teenager: "By the pond, under the willow tree."
Teacher: "What happened to the duckling after he got lost?"
Teenager: "I can't find my mother, crying for her."
Teacher: "The duckling can't find her mother. Shall we help the duckling find his mother? "
Teacher: "I want to hear who helped the duckling." The teacher sang the second paragraph of the song with great interest.
Teacher: "What did the children do when they saw the lost duckling?"
Young: "Pick up the lost duckling. Send the duckling home. "
3. The teacher should guide the children to sing and be familiar with the lyrics in combination with the atlas.
Teacher: Today, the teacher brought the children the rhythm of the song, the rhythm, pause and delay of the teacher's song.
4, children singing, teacher guidance
(1) The teacher sings loudly and the children learn in a low voice.
(2) Teachers and children sing together. (Guide children to express songs with actions)
(3) The child sings loudly and the teacher reminds him in a low voice.
5. The teacher guides the children to sing songs in different singing forms and sing the song "The Lost Duckling" with different emotions.
6. Teacher's summary: Actually, getting lost is a terrible thing, children. What would you do if you got lost? (Call 1 10, ask others for help, etc. How can I not get lost? (Follow Mom and Dad)
Teaching reflection:
I used situational teaching method to set up a scene where the duckling got lost, so that the children could experience the sadness that the duckling couldn't find his mother and the joy of cheering for the duckling to find his mother. Because it is a personal experience, children can fully engage in the story and help them turn abstraction into image. In the story, children can also feel the joy of helping others, thus guiding children to help others often in their lives, so that not only the people who are helped can be happy, but also they can be very happy. Here is a good moral education that is beneficial to children. Nowadays, most children are only children, so moral education of helping others is particularly important.
Teaching Plan 4 Target of "Little Duck Lost" in Kindergarten Junior Middle School Class
Emotional goal: to guide children to feel the sadness of ducklings after they get lost, and to stimulate children's feelings of loving ducklings and being helpful.
Ability goal: on the basis of understanding the lyrics, guide the children to sing.
Knowledge goal: arouse children's understanding of the word "lost" and the ways to prevent it.
On the basis of feeling the song, understand the artistic conception of the song.
Memorize lyrics and learn songs with the help of atlas.
Difficult analysis:
Key point: learn to sing.
Difficulty: master the singing method of dotted notes.
Activity preparation: courseware, video
Activity flow:
Import:
I bring you a story: there is a lovely duckling in the story. Where did the story take place? By the pond, under the willow tree, look at ppt. This duckling is lost. We call it the lost duckling. What is "lost"? Please tell the children. Getting lost means you can't find your home, your parents.
What's the name of the duckling? Quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack.
Exercise occurrence: 1232 1
Xiaxiaxia
What does the duckling call? Gung, gung, gung, gung, gung, gung, gung, gung, gung, gung. Let's have a look. (Appreciate the first paragraph)
Expand: The duckling is lost. What would you do if you met a duckling? Leave it? Or do you want to help it? Who wants to help it? How can I help? The duckling goes to thank him and kiss him. What a caring child.
A child thinks so, too He also wants to help the lost duckling. How does he help? Let's keep looking.
We have finished reading the story. Do you think it sounds good?
Listen to the teacher sing this song: Teacher Fan sings: the first paragraph: by the pond, under the willow tree …
"Children, the duckling is crying so sadly. When we sing this passage, should we sing happily or sadly? Seeing others sad and sad, I will be sad and sad! " Stimulate children's sympathy.
The second paragraph: children, see, pick up the lost duckling ... (happy or sad) summary: we help others, others are happy, and we are happy!
Let's also learn the song of this story: Where did the duckling get lost? (By the pond, under the willow tree), OK, let's say the lyrics together: By the pond, under the willow tree, there is a lost duckling, quack, quack, quack, crying for his mother. ...
Solve the difficulty: dot notes (naughty little black dots are called attachment points, so whenever they appear, the sound should be stretched appropriately)
Let's talk about the lyrics together: (pay attention to the singing method in the attachment)
Who can learn to sing without a teacher? Let's try to sing softly. Note that our tone in the first paragraph and the second paragraph is different.
"It's very considerate of you. My duckling will give you a hug. Shall we perform singing this time? " The teacher imitated the duckling's voice.
End: Little friend, the duckling will cry when he gets lost. What should you do if you get lost? Ask the police uncle for help, make a phone call, remember mom and dad's phone numbers, and wait for mom in the same place. If you get lost in the supermarket, go to the cashier's aunt and tell her on the radio in the supermarket that mom will come to you. Most importantly, we must let our parents know where we are. ) Safety education permeates children's minds.
Teaching reflection:
1. During the activity, the children fully demonstrated the vivid image of the song through story scenes and their own personal experiences.
2, the sequel before the activity can be more full, make up a series, draw a picture of the activity feel sad, help each other and care about each other. It is dangerous to leave adults through pictures, CDs, etc.
3. In the process of sequels and activities, children can easily transition to the performance of songs by fully understanding the lyrics. Activities reflect the initiative and enthusiasm of children.
4. Different singing forms allow each child to fully express and feel the different images of songs.
Kindergarten Class 5 Teaching Plan "Little Duck Lost" teaching material analysis
The song "The Lost Duckling" has a beautiful melody and is full of emotional education significance. The song shows two different emotional experiences: the first paragraph mainly tells that the duckling is lost, so his heart is very sad, and the music is slow and sad; In the second paragraph, it is mainly written that the duckling goes home with the help of children and becomes brave. Mother duck is very happy, and this song jumps with joy. The sharp contrast between the two musical images is easy to arouse children's strong emotions. Children's ability to understand music in the middle class is gradually improved, and it is easier to feel, understand and express. By learning songs, children can get different emotional experiences such as sadness, joy, timidity and courage. In singing and performing, we should learn to prevent getting lost and the solutions after getting lost.
moving target
1, learn different singing skills to express emotions.
2. Be able to create appropriate actions according to the lyrics.
Know how to prevent getting lost and learn to protect yourself.
Activities to be prepared
1, two teaching pictures, the rhythm spectrum of the song, and the music tape of the song "The Lost Duckling"
2. Children's books, Volume 3, page 20 -2 1.
Activity suggestion
1, show pictures, understand the content of songs and stimulate interest.
Picture content: A duckling is crying sadly under the big tree, and keeps calling: quack quack quack quack quack; A child came running, picked up the duckling and sent it home.
Question: Why is the duckling crying? How do children do it? Children tell the picture content.
2. Complete singing, the rhythm of children learning songs.
The teacher wrote a song about what happened just now. Listen to how it is sung. Show the rhythm spectrum and guide the children to beat the rhythm, and read the lyrics in the form of clapping.
You can perform it with the melody of the song. )
3. Learn songs and try to use different singing methods according to different contents.
(1) The children sang softly to the music, and the teacher reminded the children to pay attention to the different feelings expressed by the two songs. Question: What's the difference between two pieces of music? What's your mood?
Guide children to sing along with music while playing rhythm, learn to sing the first song with slow speed and sad mood, and sing the second song with cheerful mood.
(2) Encourage children to express songs with actions, and praise children who are creative and dare to express in time.
4. Look at page 20-2 1 in Book 3 and start the topic. Guide children to discuss in groups and improve their awareness of prevention.
Problem: Getting lost is a terrible thing. What would you do if you got lost? How can I avoid getting lost easily?
Summary: remember the signs; Don't leave adults and groups; Don't play in strange places; If you want to go out to play, you should tell your teacher or family to prevent you from getting lost. If you get lost, you can tell the police uncle; You can wait in place; You can find a phone to call your parents; You can call 1 10 to call the police and so on.