1. Look at the picture and understand the tongue twister.

2. Feel the literary vocabulary and formal features of tongue twisters.

3. Feel the simple and vivid beauty of the picture.

4. By observing the pictures, guide the children to tell the contents of the pictures.

5. Know the interesting usage of onomatopoeia in tongue twisters.

Key points and difficulties:

Feel the literary vocabulary and formal characteristics of tongue twisters.

Activity preparation:

1. Children's book: steamer. 2.CD: steamer. 3. Teaching electronic resources: steamer. 4. The schematic diagram of nursery rhymes is attached.

Activity flow:

First, show the pictures in the teaching electronic resources and lead out the children's songs.

1. What is this? What's the use? Where have you seen it?

2. What are the similarities between these three items (all ending in the word "cage")?

3. If you put the steamer lantern chicken coop together and read it three times quickly, who will give it a try?

Second, please read children's books and guide them to understand the content of children's songs from the picture and feel the simplicity and vividness of the picture.

1. This painting; How many characters are there in the movie? Where do they dress like?

2. What are the two people up there doing? What about this one below?

3. What method was used to draw this picture? Have you ever used this method when drawing people?

Third, the teacher reads the children's songs 2-3 times, so that the children can enjoy them, and then shows the schematic diagram for them to follow.

1. There are several appellations in this nursery rhyme (you, me, him).

2. What should I do? What do you do? What does he do?

3. What don't steamer makers do? What don't lantern makers do? What does the henhouse not do?

4. What does the arrow on this picture mean? In what order shall we read them?

Fourth, organize children to touch children's songs through games and feel the humor of tongue twisters.

Rules of the game: Let a child play the role of a steamer. He began to read the first two sentences, "I make a steamer, you make lanterns, he makes a chicken coop, and the steamer doesn't make chicken coops and lanterns." While reading, he randomly assigned two other children to play the roles of lanterns and chicken coops. Then the designated children read "People who make lanterns don't make chicken coops and steamer" and "Chicken coops don't make chicken coops and lanterns" according to their roles. Every child should pay attention, maybe you will be assigned. If you are a "steamer", what should you say? What should you say if you are a "chicken nest"?

Activity reflection:

When designing activities, I felt that this children's song was a bit roundabout, and I was always worried that the children would not learn it. Therefore, before teaching, I asked the children to observe the pictures and learn about the steamer, lanterns and chicken coops, let them know about the people who made the steamer, lanterns and chicken coops, and made it clear to the children that people who sell steamed bread will not sell lanterns and chickens (that is, "steamer makers don't make lanterns and chicken coops"). Similarly, they learned that lantern makers don't make chicken coops and nests. In order to deepen the child's impression, I also removed the picture and let the child read the children's songs from memory; Play games with them and give children the opportunity to read children's songs alone; Finally, music was brought into the game. With the beat and rhythm of children's songs, children are playing games happily. At the end of the activity, all the children can read children's songs except a few who can't.

Encyclopedia: The steamer originated in the Han Dynasty, and it is a wonderful flower of China's food culture. Among them, the steamer is famous for its original flavor, no backflow of soda water, and complete color, fragrance and taste.