moving target
1, understand the content of nursery rhymes and learn to read nursery rhymes initially.
2. Further feel the relationship between color and surrounding things.
Activities to be prepared
Experience preparation: children know the pigment box, have a certain understanding of the color, and initially feel the relationship between the color and the surrounding things.
Material preparation: children's song icons such as blossoming, sun, grass, hair, bananas, clouds and raindrops; The color cards are red, yellow, green, black and white.
Activity process
First, know the color.
1, show the image of "blossoming" and stimulate children's interest in knowing colors by asking questions.
Teacher: "There is a child named Duoduo. She has a beautiful paint box. Open the box. What color is it? "
2. Show the color cards in turn: red, green, yellow, black and white, and know the colors.
Question: What color is this?
Children can quickly say the color of the color card, such as red, according to experience.
Teachers guide children to say: this is red, etc. And encourage children to speak correctly in complete language.
Focus on guiding children to say in Mandarin: "This is green." Read in groups first, and then let individual children speak.
3. Interlanguage.
Question: Who will Huaer give these colors to? Let's listen together. Guide the children to listen carefully.
Second, enjoy children's songs.
1, the teacher recited the children's song "Open the paint boxes one by one ... clouds in the sky" and asked: Who did the flowers give the color to?
Children listen carefully to children's songs and recall the contents of children's songs, such as The Sun. The teacher asked, "What color is the sun?" Encourage children to speak complete sentences. ) The child said, "Red is for the sun."
Teachers show corresponding diagrams according to children's stories to guide children to learn sentence patterns, such as "Red represents the sun". Learn to read collectively first, then individual children learn to read, and finally read collectively.
Focus on guiding children to learn the first two sentence patterns.
If the child can't say it, the teacher can recite the children's song again and ask, "Who are the other colors for?"
The children listened carefully and answered questions. According to the children's answers, the teacher shows the schema and guides the children's collective theory.
2. Question: A friend also wants color. Let's hear who it is. Did blossoming give it to you?
The teacher recited the children's song "Raindrops Want Color ..." No, no, you are shining. " "
Ask questions:
"Who wants color?" (Rain in Mao Mao)
"What did the blossoming say?" If you don't give it, you will shine. )
Teacher: Let's learn from blossoming.
Children's collectivism: "No, no, you shine."
3. Rich vocabulary: "sparkling"
The teacher introduced directly: raindrops are colorless, clean and bright in the sun. We can say that such raindrops are "shining" and used to guide children's collective theory.
Children listen carefully and enrich their vocabulary: "Shiny."
Third, learn to read children's songs.
Teacher: Today, we learned a children's song called "Sending Colors". Let's read together.
Listen and learn the name of the children's song "Send Color". Follow the teacher. (twice)
The teacher led the children to learn to read children's songs for the first time; The second time, the teacher helped the children learn to read nursery rhymes appropriately.
Fourth, summary.
The teacher praised the children who were serious in class and encouraged them to go home and read the children's songs they learned today to their parents.