Who bit my pie 1 activity target:
1, children like to read books, feel the humor of story content, and experience the fun brought by reading and imagination.
2. Understand the content of the story and learn the language dialogue in the story.
3. Children can boldly express or repeat in front of the group.
Activity preparation:
1, material preparation:
Make PPT courseware and electronic page-turning book with the same content as the book; Piglet headdress 1, birds, rabbits, foxes, crocodiles, hippos and other headdresses.
2. Environmental preparation:
Provide books and pictures about small animals in the story in the classroom book corner.
3, children's experience preparation:
Get familiar with all kinds of small animals in the story through free reading in the book corner.
Activity flow:
First, look at the electronic page-turning book. The teacher explains the story completely and the children appreciate it.
After that, I asked: Is this little pig cute? Do you like it? Can you give it a name?
Second, PPT courseware display, guide children to recall the story development plot, and try to retell the role dialogue in the story.
1, Teacher: The pig's pie was bitten, leaving a semicircular tooth mark. It was in a hurry, so it asked small animals everywhere. What little animal did it ask? (Birds, rabbits, foxes, crocodiles, hippos) Show PPT pictures one by one according to children's answers to deepen children's memory of small animals in the story.
2. Ask questions to guide children to retell the role dialogue boldly.
(1) Teacher: How do pigs ask birds? What did the bird say?
After the child speaks freely, the teacher guides the child to learn the dialogue "Did you bite my pie?" "It's not me, look-"(You can also let the children imitate the action of biting the pie while talking) Finally, PPT shows the pie with sharp tooth marks, guides the children to observe and compare whether the two tooth marks are the same, and learns to repeat the short sentence "Well, it's really different."
(2) Ask questions and encourage children to retell the dialogue between pigs and rabbits, foxes, crocodiles and hippos (requirements can be made according to children's mastery, such as imitating the tone and movements of various small animals).
3.PPT shows a picture of the teeth marks bitten by the pig himself (also a semi-circular tooth mark), guiding the children to compare and observe: Is it the same as the teeth marks left by the pie thief? Then ask: Who bit the pig pie? (Children think freely and answer) Third, teachers and children perform collectively to further familiarize themselves with the story and try to repeat it.
1, the teacher put on the piggy headdress and asked, "Do you want to play a game about this story with the teacher?" The teacher will be a pig. You play different animals, ok? "
2. Divide the children into five groups and put on other animal headdresses, such as birds, rabbits and foxes.
Pay attention when performing games: the teacher should tell stories in language while performing, and the teacher's language should be standardized and beautiful. When children are playing, remind them to look at the sequence diagram of small animals to help them remember. ) 4. Extension of activities:
Collect pictures of all kinds of animal teeth online with parents, guide children to explore the shapes and characteristics of all kinds of teeth, and arrange the theme wall "All kinds of teeth".
Attached story:
Who bit my pie?
The pig made a big cake and fell asleep.
When he woke up, he looked: Hey, who bit my pie?
The pig asked the bird, "Did you bite my pie?" "Not me," said the bird. Look-"
The bird took a bite of the pie. "Well, it's really different."
The pig asked the rabbit, "Did you bite my pie?" The rabbit said, not me. Look-"
The rabbit took a bite of the pie. "Well, it's really different." .
The pig asked the fox; "You bit my pie?" "Not me," said the fox. Look-".
The fox took a bite of the pie Well, it's really different.
The pig asked the crocodile, "Did you bite my pie?" The crocodile said, "Not me, look-"
The crocodile bit into the pie. "Well, it's really different."
The pig asked the hippo. "You bit my pie?"
Hippo opened his mouth wide ... took a small bite ... "Huh"?
The pig's stomach is growling with hunger. Ah, he also took a bite of the pie.
"Delicious, delicious," he thought as he chewed the pie. Who the hell bit my pie?
Design Intention of Chinese Teaching Plan "Who Bites My Pie 2" in Kindergarten Small Class
The picture book "Who Bited My Pie" is a humorous story: Piggy lets some animals bite his hard-made pie again and again, just to look at the animal's tooth marks, so as to find the' animal' who stole his pie while sleeping. The picture book language is repetitive and short, and the picture is exaggerated. In the process of reading, children will naturally feel that different animals have their own different tooth marks. In the design of the activity, I firmly grasped the clue of tooth marks, guided the children to observe and compare the different tooth marks left by different animals on this pie during reading, thus helping the pigs find out the real "thief" who bit the pie and encouraging the children to learn to tell the dialogue between small animals. For the understanding of the story, I also let the children gradually deepen under the structure of "set-release-set-release", which also makes the repeated storyline and dialogue lively and interesting. Finally, let children participate in sharing activities, taste cookies together, and observe and compare their own teeth marks with others.
moving target
1. Understand the story initially and try to express "Did you bite my pie?"
2. By comparison, we know that the tooth marks of different animals are different, and we can boldly describe them in words.
3. Actively participate in activities and experience the happiness brought by reading and imagination.
Important and difficult
Key point: Understand the story initially and try to express "Did you bite my pie?"
Difficulties: Through comparison, we know that the tooth marks of different animals are different, and we can boldly describe them in words.
Activities to be prepared
1. Pancake teaching aid;
2. Some biscuits and some small towels;
3. "Who bit my pie" PPT；;
4. Pictures of pigs, birds, rabbits, foxes, crocodiles and hippos.
Activity process
First, observe the pie and stimulate children's interest.
1. Show the pie teaching aid mysteriously: "Look, kid, what did the teacher bring you today?"
Pancakes Guess who made this pie? "
2. The teacher showed pictures of pigs according to the children's answers. It turned out that the pig was too tired after eating the pie. He is lying on the pie.
It's asleep. But when I woke up, I found-what happened to the pie? Who bit the pig's pie? (children guess)
3. The teacher walked to the child's seat while operating the doll and asked the individual children, "xx, did you bite my pie?" Let children initially perceive sentence patterns. By showing the bitten pie, set suspense, guide the children to guess, and let the children initially perceive the sentence pattern: "Did you bite my pie?" Pave the way for the following children to learn sentence patterns.
Second, show pictures, take "tooth marks" as a clue, understand the content of the story, show an intuitive teaching aid pie, and describe the characteristics of tooth marks of different animals by comparing animal tooth marks.
1. At this moment, who did the pig meet? Guess what the pig asked the bird? Do you think it was bitten by a bird?
2. The bird took a bite of the pie, "click"! What are its tooth marks? What shape? What's so special about it?
Fang?
3. Are its teeth marks the same as those on the pie?
4. So did the bird secretly bite the pig's pie while it was sleeping?
Summary: the bite mark of the bird's mouth is a small triangle, while the previous bite mark is a semicircle, so it is not bitten by a bird;
5. By analogy with the same question, guide children to observe and describe rabbits (the tooth marks of rabbits are three-lobed, but the previous bite marks are semicircular, so they are not bitten by rabbits). Fox (fox bit off a big triangle), crocodile (crocodile bit off a big sawtooth) and hippo (hippo bit off half a pie) were not bitten by these small animals. Who bit the pig's pie?
Third, fully appreciate PPT and learn more about the story.
1. Let's take a look at this story.
2. Playing PPT, the teacher has feelings to talk about.
3. Teacher: Now, do you know who bit the pig's pie? Fourth, taste cookies and feel your teeth marks.
All the animals have eaten cookies. Do you want to eat? Piggy also brought you cookies. Let's compare: you
Is it the same as the tooth marks left on the biscuits by the friends next to them?
Activity summary
Who bit my pie is more suitable for children, full of childlike interest, focusing on "Who bit my pie?" During the exhibition, children are full of curiosity, and only curiosity can attract their attention. In the story, in order to find out who bit the pie, five small animals appeared one after another. Through PPT, the pig took everyone to verify that all five small animals had nothing to do with themselves by biting pies. This suspense was left until the end of the story, only to understand that the pig bit itself. I encourage children to learn to talk about the dialogue between small animals. This dramatic story makes children want more.
At first, I set suspense to guess my imagination, stimulate my interest and introduce a story. When I showed the first picture, the children suddenly saw that it was a pie. Next, I continue to guide the children to talk while watching pictures and enjoy the story with the teacher. I think this part is still difficult for children to feel the interesting plot of the picture book. The teacher's language is very important if simple stories and repetitive contents are to be vivid. The disadvantage is that my language is a little adult, and I haven't carefully figured out the child-like language. Based on the actual age characteristics of small classes, I didn't discount this class. In addition, when observing animal tooth marks, I will encourage children to learn to compare, so as to make judgments and get results. With the help of biscuit pictures, I led my children to play the game of "looking for it" and judged which small animal was bitten according to the tooth marks on the biscuits in my hand. Although some children don't know for a moment and posted it wrong, they have made progress after comparison.
Who bit my pie in the Chinese teaching plan for small classes in kindergarten?
1. Experience the fun of reading picture books.
2. Understand the story and know the bite marks of different animals. And judge according to the characteristics.
3. Cultivate children's observation ability and be able to tell the dialogue in the story in complete language.
Important and difficult
1. Difficulties: Understand the content of the story and know the bite marks of different animals. And judge according to the characteristics.
2. Focus: cultivate children's observation ability and tell the dialogue in the story in complete language.
Activities to be prepared
Ppt multimedia courseware; Animal pictures and operation boards; Multiple cake cards with different bite marks;
First, show pictures to stimulate interest.
1. The teacher showed pictures of pigs.
Teacher: Today the teacher brought a nice story. do you want to hear it ?
Teacher: (showing pictures of pigs) Who is this? Well, the pig made a pie. What shape is this pie? (Teacher shows homemade pie)
Teacher: (The teacher tells a story) The pig made a big cake and fell asleep on it. Wait till it wakes up, huh? Who bit my pie? Little friend, did you bite my pie? Who bit my pie? Take a look. What shape is this bite? (semicircle)
Teacher: Who do you think might have bitten it?
2. Children guess.
Teacher: Well, all the children have expressed their ideas. Let's see how pigs do it.
2. Understand the story with pictures.
Understand the first part of the story
Teacher: Let's ask the bird first, shall we? Bird, did you bite my pie?
Teacher: Do you think it was bitten by a bird? Let's listen to what the bird said.
Activity process
Teacher: Was it bitten by a bird? How did you know? (Guide children to analyze differences from tooth marks)
Summary: the bite mark of the bird's mouth is a small triangle, and that bite mark is a semicircle, so it was not bitten by a bird.
Teacher: Let's ask the rabbit again. Bird, did you bite my pie?
Teacher: Do you think it was bitten by a rabbit? Let's hear what the rabbit has to say. (Guide children to analyze differences from tooth marks)
Summary: The rabbit's mouth has three petals, and that mouth is semicircular, so it was not bitten by a rabbit. Let's talk about how pigs ask birds and rabbits first!
Teacher: Let's ask the fox. What will the fox say?
Teacher: Do you think it was bitten by a fox? What shape will the fox bite the pie into? Summary: The gap bitten by the fox is a sharp triangle.
Teacher: Who did You Zhu ask? What will he ask? What will the crocodile say? Teacher: What shape do you think crocodiles will bite the pie into?
Summary: The crocodile bit off a big sawtooth.
Teacher: Ask the children to ask the hippo, "Hippo, did you bite my pie?" Hippo didn't answer, gently.
Open your mouth wide, ah! What did the hippo do to the pie?
Summary: Hippos have a big mouth and many square teeth.
(2) Guess the third part with pictures.
Teacher: The pig growled with hunger and took a bite of the pie. Delicious! Delicious! He chewed the pie and thought, Who bit my pie?
Teacher: Who bit the pig's pie? You know what, kids? Where did you know that? Summary: It turns out that the pig bite marks are exactly the same as those left on the pie.
(3) Business activities
1, Miss Liu has prepared many cakes that have been bitten by small animals for you. Please help them find out which one they ate. Please give it to them.
2. Let the children do the operation, and the teacher will tour the guidance to help the children review the story.
3. Show the operation board to improve children's understanding of the story.
There was a suspense at the beginning of the activity, "Who bit the pig's pie?" So as to attract children's attention, arouse their curiosity and stimulate their interest in learning. When explaining the story, I found that children are very careful in observing pictures and paintings, and they can express the bite marks of each small animal in simple language.
Activity reflection
In the process of discovery and performance, the interest of activities is enhanced, and children's autonomy is fully exerted, but children are given fewer opportunities to repeat stories. Teachers should create more opportunities for children to tell their own stories. In the final operation, children can find out the pie corresponding to the teeth, deepen their understanding of animal tooth marks and achieve the set educational goals.