Who can fly?

Activity goals:

1. Preliminary exploration and understanding of various flying things.

2. Learn to sing songs in the form of questions and answers, and imitate songs.

Activity preparation:

1. Teachers and children collect books about flying objects (books, audio-visual materials, etc. on animals, plants, vehicles, etc.), Pictures, audio and video materials, etc.

2. Music CD (songs P6, P14), remote control.

3. Contact the child who plays the role of bird.

4. Each person has a wing sticker.

5. A bird headdress.

6. A sky background picture.

Activity process:

1. The performance form introduces the topic and arouses children's interest.

Teacher: "A few days ago, a child asked the teacher a question. He asked, 'Who can fly?'"

Invite the little bird (played by children) to fly into the classroom. He said: "Birds can fly."

Teacher: "How do birds fly?"

The bird actor flapped his wings and said: "Flap your wings and fly." "Yeah, fly."

Teacher: Thank you Bird for answering the question, bye!

Birdie: Goodbye!

2. Preliminary understanding, learning to sing song.

1. Be familiar with the lyrics and action performances.

Teacher: "Who can fly?"

(Birds can fly.)

Teacher: "How do birds fly?"

(Clap your wings and fly.)

The teacher guides the children to learn to fly together.

Teacher: "The birds fly so beautifully. Teacher, I want to make it into a nice song. I hope the children will complete it with the teacher. The teacher will ask, and you will answer. Let's see who answers. Be the best!"

2. Guide the children to answer and sing in the form of questions and answers. (The teacher sings a sentence and the children ask a question.)

Teacher: "Who can fly?"

(Birds can fly.)

Teacher: "Birds can fly." How do birds fly?"

(Flapping its wings and flying.)

Teacher: "Children are great! It was you and the teacher who made up such a beautiful song together. Let’s sing this nice song again!”

3. Sing the song in its entirety.

3. Talk about various flying things.

1. The teacher guides the children to discuss: "Aside from birds, what else can fly?"

2. Corresponding to the content of the children's discussion, the teacher shows the corresponding pictures. Such as: various birds, butterflies, bees and other insects, dandelions and other plants, kites, flying disks and other objects, aircraft, spaceships and other flying objects.

3. Talk about how these things fly.

(Ask the children who are speaking to learn how to talk about objects flying.)

4. Questions and answers about "Who can fly?"

1. Based on the discussion in the previous session, teachers and children conducted a question and answer session on "Who can fly?"

Teacher: "The children are really capable and have come up with so many flying things. Now, let's play a question and answer game. The teacher will ask and you will answer."

2 , identify the pictures, and the children will talk in a rhythmic manner in the form of questions and answers in groups.

For example: Who can fly? The plane can fly. How does an airplane fly? Turn the propeller and fly.

Who can fly/Dandelions can fly. How do dandelions fly? They fly when the wind blows.

5. Learn to sing the second and third verses of the song.

Teacher: "The bird was very happy just now, and we sang it with a nice song. Now the plane is in a hurry, let's sing it with a nice song too!"

6. Compose and sing songs.

1. Children sing along with the songs to further consolidate the songs.

2. Teachers and children *** together try to fill in the rhythmic questions and answers into the song one by one and sing.

Teacher: "The other flying ones are also anxious, let's sing them too!"

3. Use the picture prompts to sing the song along with the accompaniment.

7. At the end of the activity, the children sing songs while flying.

Teacher: "Today, the children are really capable and have composed so many beautiful songs. The teacher is going to give you a pair of small wings, so that we children can fly like birds with these small wings. !"

Who can fly two

1. Educational objectives

1. By observing the pictures, be able to summarize the contents of the pictures in simple language.

2. Understand the humorous ending of the story.

2. Teaching preparation

1. Watch some video materials about animal flight.

2. Realistic photos (not cartoon photos) of animals that can fly and those that cannot.

3. Teaching process

1. Introduction activities

(1) Teacher: Guess what the teacher brought today? (Picture) By the way, today the teacher brought pictures of animals to show everyone. Look, what is this? (Children answered: elephants, lions, penguins, pigeons, mosquitoes, etc.) Wow~ You are so smart. You all know the names of these animals. So do you know which ones fly and which ones cannot fly?

(2) Teacher: Who can fly? (The bird can fly) By the way, the bird can fly, flap its wings and fly. How about the teacher and the children study the book "Who Can Fly" together today?

2. Reading pictures

1. Page one: What is the eagle doing? (Catch a rabbit) Is this how it flies? (Ask the children to imitate the flying and swooping movements of the eagle) Take a closer look. What are the characteristics of the eagle's wings? (The eagle has big wings...it can fly, etc.) Think about what the eagle would say?

2. Page 2: What is the cat and eagle doing? (catching mice) Is this how it flies? (Ask the children to imitate the flying and swooping movements of the eagle) Take a closer look. What are the characteristics of the owl's wings? (The owl has small wings... but it can also fly, etc.) Think about what the owl would say? Do you know what types of flying animals eagles and owls are? (Birds)

3. Page 3: What is the dragonfly doing? (Flying by the river) Is this how it flies? (Ask the children to imitate the flying movements of dragonflies) Take a closer look. What are the characteristics of dragonfly wings? (The wings of a dragonfly are transparent) Think about what a dragonfly would say?

4. Page 4: What are the bees doing? (Collecting honey) Is this how it flies? (Ask the children to imitate the flying movements of bees) Take a closer look. What are the characteristics of bees’ wings? (Bees’ wings are transparent) Think about what a bee would say? Do you know what types of animals dragonflies and bees belong to? (Insects)

5. Page 5: What are bats doing? (Fly) Is this how it flies? (Ask the children to imitate the flying movements of bats) Take a closer look. What are the characteristics of bat wings? (The wings of a bat are not transparent, but have thin, hairy membranes. It is not a bird or an insect, but a mammal.) Think about what the bat would say?

6. Page Six: Who is this? (Chick) How are its wings? What does it want to do? (Fly) Will it succeed?

7. Page 7: What happened? What would the chicken say? Why can't the chicken get up? (The chick is different from other flying animals. It has fluffy wings and is also a real bird. However, it cannot fly. That is the result of the degradation of its wings.)

　3. Reading Pictures (again)

Based on the discussions and records during the first big book reading, use a relatively complete language to summarize what animals are on the picture, what it is doing, what its wings are like, and how it flies. What are the characteristics of the picture, etc., and demonstrate for children how to completely describe the content of the picture according to certain clues. For example, on the first page: the eagle is catching a rabbit. Its wings are big, hard, and very powerful. When it flies, it flaps its wings vigorously and flies very fast!

4. Summary and sharing

During free activities, you can also ask interested children to help with further organization. Post the compiled experience network diagram on the classroom wall as a resource for children's daily learning and discussion. Ask the children to continue to explore knowledge about animal flight with their parents after they go home, and collect pictures of flying animals and other flying things. (Teacher's Guide to the Third Examination)

3. Read the pictures again

Based on the discussions and records during the first big book reading, use a more complete language to summarize what is on the picture animal, what it is doing, what its wings are like, what characteristics it has when it flies, etc.)

Reflections on the teaching of "Who Can Fly"

From the reading "Who Can Fly" It starts with the animals introducing their flying characteristics. Each page introduces a flying animal. They all have the same characteristics, but in the end they give everyone an unexpected ending. This reader outlines ideas for young children to explore and analyze the question "Who can fly?" It not only demonstrates the method of in-depth analysis for children, but also provides children with space for further learning and exploration. During the teaching process, I first let the children watch some pictures about flying animals. Let young children know the basic elements of animal flight - wings. By observing the pictures, children can discover problems, such as: The chicken has wings, why can't it fly? Find answers by letting children discuss freely. Because the chicken's wings are short and its body is large, it cannot fly.

Children’s response to “Who Can Fly?” "The students were very interested in reading the book and spoke enthusiastically. Some children related their life experiences and mentioned many flying things, such as: airplanes can fly, hot air balloons can fly, etc. This activity achieved the initial purpose of constructing and expanding the teaching of animal flight.

Who can fly three

1. Analysis of teaching content:

Middle class children have already had preliminary self-awareness. Based on the guidance of birds flying, they gradually Guide children to develop interest in exploration.

Promote children to know more about animals, plants and insects in nature, understand the basic elements of animals that can fly - wings, further guide children to think about and explore other flying things, and talk about the basic principles of flying; do this activity , slowly penetrate the correct use of overlapping words, such as the learning of the word "come and go" integrated into the introduction of some common things and the movement characteristics of animals, which will enable young children to understand and use it better.

2. Teaching objectives:

Observe pictures and be able to summarize the content of the pictures in simple language.

Understand the humorous ending of the story.

Initially construct and expand the experience of animal flight.

3. Analysis of learner characteristics:

Children love animals and are full of curiosity about animals, plants, insects, and how airplanes and kites fly. In this activity, through observation and performance, etc., Make children interested and enable them to understand and use overlapping words through observation and performance.

IV. Selection and design of teaching strategies:

This is an activity topic that can interest children. Through observation and performance, this activity allows children to understand how animals, plants, insects, airplanes, and kites fly in nature. Through observation and physical performance, the overlapping word examples "come and go" are slowly penetrated, prompting children to Learn to understand and use overlapping words in daily life. Such subject content is close to life and children, which can effectively stimulate children's desire for knowledge and help improve the effectiveness of classroom teaching.

5. Teaching focuses and difficulties

Key objectives: children’s understanding of overlapping words and the correct use of language expressions. Difficult goal: children’s understanding of the basic principles of plants and other flying objects.

VI. Teaching preparation and process

1. Teaching preparation:

Collect some books about flying objects (animals, plants, vehicles, etc.) audio-visual materials, etc.) books, pictures, audio-visual materials, etc.

2. Experience preparation: Watch some information on the impact of animal flight.

3. Material preparation:

⑴Realistic photos (not cartoon photos) of the animals involved in the reader can clearly reflect the typical characteristics of the animals.

⑵Materials needed to make an experience network diagram.

⑶Various related pictures, such as: birds, penguins, elephants, airplanes, kites, etc.

4. Teaching process:

⑴Introduce activities and review the song "Who Can Fly" with the children.

Say to the children: "Just now we sang 'Who can fly? Birds can fly, flap their wings and fly'. Children, besides birds, what other animals can fly?" (At this time Children may still continue to name various flying birds, such as sparrows, eagles, etc. The teacher does not need to correct them, but should summarize them: You are right, this is also a kind of bird, and birds can fly.) According to experience. Network diagram (Captive 1) lists and summarizes the answers given by the children (demonstrates the role of written records to the children).

Then, show some animal pictures to the children, such as elephants, lions, penguins, pigeons, mosquitoes, etc., and ask the children to point out which animals can fly and which animals cannot fly, and paste them into the experience network diagram in the corresponding position.

Corresponding to the content discussed by the children, the teacher will show the corresponding pictures. Through discussion, help children summarize the basic elements that animals need for flight - wings.

The teacher guides the children to discuss: "Besides birds that can fly, what else can fly?" Plants such as dandelions, objects such as kites and flying disks, and flying objects such as airplanes and spaceships.

⑵Read the pictures (for the first time) cover the text, observe the pictures page by page, pay attention to two clues:

①The wings of each flying animal What are the characteristics?

②What will each animal say when it introduces that it can fly?

Page 1: What is the eagle doing? How does it fly (ask the children to imitate the flight and swooping movements of an eagle)? Take a closer look. What are the characteristics of an eagle's wings? (Write down the child’s description.) Think about it, what would the eagle say?

Pages 2-5: Same as page 1 (focus on different animals, imitate their flying appearance, let children experience the characteristics of different animals' wings and flight characteristics through observation and movement).

Page 6: Who is this? What are its wings like? What does it want to do? Can it succeed? Page 7: What happened? What would the chicken say? Why can't the chicken fly? (There is no need to start a discussion, just make the children think.)

⑶ Read the picture (again) Combine the discussion and records during the first big book reading, and use a more complete language to summarize what animals are on the picture , what it is doing, what its wings look like, what characteristics it has when it flies, etc. Demonstrate to children how to fully describe the content of the picture according to certain clues. For example, on the first page: the eagle is catching a rabbit. Its wings are big, hard, and very powerful. When it flies, it flaps its wings vigorously and flies very fast!

⑷ Summary and sharing

During free activities, you can also ask interested children to help with further organization.

Post the compiled experience network diagram on the classroom wall as a resource for children’s daily learning and discussion. Ask the children to continue to explore knowledge about animal flight with their parents after they go home, and collect pictures of flying animals and other flying things.

7. Teaching Reflection

"Who Can Fly" is the first reading book for the first semester of middle class. This reading book cleverly combines the learning of overlapping words "come and go" Integrated into the introduction of some common things and the movement characteristics of animals, children in my class often come into contact with overlapping words in daily life and are no strangers to them. When reading, the teacher stimulates children's activities through physical performances and group competitions. time interest.

I focus the activity on the correct use of reduplicated words. Some children know the reduplicated words but do not know how to use them; some children know how to use them but often do not express their meaning with words and need to supplement them with body movements. Therefore, in the expansion process, children are helped to learn to use repeated words correctly through imitation. The activity is divided into two steps: one is substitution; the other is imitation. This process goes from easy to difficult and is easy for young children to accept. Finally, the children were asked to draw imitated things to consolidate what they had learned. The whole activity had a clear goal and was implemented smoothly. The children were highly motivated to participate. The disadvantage was that the children’s awareness of listening and sharing was not strong. Children prefer to talk rather than listen to what other children have to say.