Small class teaching plan for counting ducks in children dance

Counting Ducks is a fast-paced song with easy-to-understand lyrics. It is very popular with children, and even many children can sing it after listening. The following is the relevant information of the small class of children's dance lesson plans that I have carefully arranged, hoping to help you!

Activity Background of Class 1 in children dance Counting Ducks Teaching Plan

Counting Ducks is a fast-paced song with easy-to-understand lyrics. It is very popular with children, and even many children can sing it after listening. We immediately seized this favorable textbook, adapted this song into a finger game activity, and used the atlas to help children learn finger movements, so that children can learn actively and experience the joy of success. Thereby promoting children to feel the happiness brought by playing finger games.

moving target

1, learn finger games and develop finger flexibility.

2. Try to understand and remember finger movements with atlas.

3. Experience the happiness brought by the game.

Activities to be prepared

1. Material preparation: PPT and atlas of ducks.

2. Experience preparation: I have learned the basic gestures of finger games.

Activity process

First, review the song "Counting Ducks"

Second, learn the finger game "Counting Ducks"

1, learn the first paragraph.

(1) Teacher: After learning the song, count the ducks first and see how the teacher counts.

(2) The teacher demonstrates the first finger game.

Q: What did you see me do? The teacher shows the finger map according to the children's answers. )

If you can't find all the children, the teacher can demonstrate it again. )

(3) Help children understand the atlas.

Teacher: Do you know the biggest difference between these maps and the maps we usually use for singing?

Teacher's summary: The atlas of singing shows the lyrics of the song, and these atlases show the movements of fingers.

Can you read these maps? What do many arrows on the map mean? The teacher casually pointed to the map and asked the child what it meant.

(4) Teachers lead children to practice the first song.

Question: What figures did 24678 make?

2. Look at the map and learn the second action.

(1) The teacher shows the action diagram of the first sentence in the second paragraph to guide the children to try to do the action by themselves.

Teacher: Now it is more difficult for the teacher to test you. Is this from the second song? Grandpa duck driver, white beard? Atlas, who can look at the atlas and do the action? (Please try individual children)

The teacher led the children to the collective test.

(2) The teacher shows other action pictures in the second paragraph, and the children continue to try to look at the pictures and do actions.

Division; Now I'll invite the rest of the atlas out. You can try it yourself first. I'm not sure. I can discuss it with the children next to me.

Teachers' itinerant individual guidance

(3) Teacher testing

Teacher: Ask individual children to do the action and discuss whether it is correct.

(4) Practice the second paragraph

Teacher: Now let's practice the second paragraph together.

(For example, if the child is unfamiliar or has problems, he can practice again.)

Third, the game: counting ducks

1, children sing and play games.

Teacher: Next, we will connect the two songs into a complete game. Let's see, is there anything else we don't understand?

(The first time the teacher leads the children to play, the second time try to let the children play by themselves)

2. Games for visiting teachers

Teacher: Now, please turn around and look at the visiting teacher. Let's show it to the visiting teacher. Question: What if I forget? (Ask the guest teacher to remind you, or look back at the map)

Design of the second small class activity of children dance's teaching plan "Counting Ducks"

This is a story selected from the sixth preschool education Expo in 2008. After reading this story, I was thinking: in daily life, some unexpected things will inevitably happen. When children face sudden dangers and difficulties, they are often at a loss and will not take the initiative to find solutions. I designed this activity to let children know not to cry or panic when they are in danger or difficulties, but to think more about ways to solve problems.

moving target

1, through teaching activities, let children understand that they don't cry and don't panic when they are in danger, and try their best to solve the problem.

2. Rich vocabulary: rushing, grasping, swimming, stamping and plopping.

3. Help children understand stories and tell stories boldly.

Activities to be prepared

Story VCD "Smart Duck" tape recorder "Counting Ducks" tape word card.

Activity process

First, listen to music, stimulate children's interest and introduce new lessons.

Teacher: The teacher brought you a nice song "Counting Ducks" today. Let us enjoy it together! (Teachers and students do the rhythm together)

Teacher: Children who can sing sing along, and children who can jump along.

(The child has a strong interest)

Teacher: among these lovely ducklings, a clever duckling and his friend piggy met a very dangerous thing. Do children want to know what happened to them?

Yang: I want to know.

Second, the new curriculum process.

(1) Learn the first story.

Play the story, and the children listen to the story while watching it.

② Question: Who is in the story? Yang: Ducks and pigs.

Teacher: What are they doing?

Children: They play, sing, dance and play games on the grass.

(Teachers and children imitate singing and dancing together.)

Teacher: What's their mood?

Yang: They had a good time!

Teacher: Just as they were having fun, suddenly, a wolf rushed out of the grass and grabbed the pig by the neck. He opened his mouth to eat the pig, and the pig was too scared to move.

Teacher: Children, do you think pigs will be eaten by wolves? Can the duckling manage the piglet? If you were a duckling, what would you do?

③ Guide children to discuss the above issues.

Child A: Wolves are bad. It will definitely eat the pig. I think ducklings can save pigs. If I were a duckling, I would try to distract the wolf from eating pigs.

Child B: Piglets will not be eaten by wolves, because ducklings will call on their friends to help drive away wolves and save pigs. I am a duckling. That's what I do.

Teacher: The children spoke very well just now. They don't want wolves to eat pigs. They want the duckling to help it. Let's continue to listen to the story and see how it is told.

(2) Learn the second paragraph of the story.

① Guide the children to perform the second story completely, mainly by imitation? Rush, grab, put down and swim? Several verbs and the tone, intonation and onomatopoeia of duckling. Plop?

2 show it out? Rush, grab, put down and swim? Plop? Word card.

Teacher: Do you know the meaning of these words?

After the children discuss and answer, the teacher explains the meaning of the words and makes corresponding imitation actions for the children to apply in their daily lives.

Teacher: All the children know the meaning of these words. Let's take another look. What happens if wolves don't eat ducklings?

(3) Play the third story. (Children listen to stories while watching)

Teacher: What does a wolf know?

The wolf knew that he had been cheated by the duckling.

Teacher: Why can't wolves go to the other side? How do you feel?

Young man: Because the wolf can't swim, he can't cross the river to the other side. The wolf was so angry that he shouted and stamped his feet? I am so angry. I am so angry. ?

① Learning vocabulary? Stamp your feet? Imitate the angry wolf. (Active atmosphere)

Teacher: Who else does it want to eat? What was the result?

Yang: It wants to eat pigs, but the pigs have already run away. The wolf went home empty-handed and dejected.

② Guide the children to tell the third paragraph of the story completely.

(4) Encourage children to tell stories completely and imitate the corresponding actions and expressions.

1. Tell each other between peers and be guided by teachers.

2. Children speak separately and encourage children to comment.

Discussion: In the story we heard today, what dangerous things happened to ducklings and piglets? Why don't wolves eat ducklings and piglets? What should we do when our children are in danger?

Discussion summary: Ducks and piglets are in danger of being eaten by wolves. But the clever duckling managed to fool the wolf, so the wolf didn't eat the duckling and the pig. Our children should not cry or panic when they are in danger or difficulties. We should learn from ducklings and use our brains to find ways to solve problems.

Activity extension: In our daily life, we sometimes encounter some dangers and difficulties. For example:

What do you do when a stranger knocks at the door?

What should you do if your family suddenly falls ill?

What would you do if you were separated from your parents?

Activity reflection

When I started doing the rhythm of counting ducks with my children, children's interest was very strong, because children generally prefer small animals. When I was talking about the dangers of ducklings and piglets, I asked the children if they wanted to know what the dangers were. The children suddenly became quiet. It can be seen that children want to know the content of the story, so they listen to the story very carefully. After listening to a story, I set the next paragraph as suspense for children to discuss, which made the atmosphere more active, expanded children's thinking and cultivated their innovative consciousness and ability. It also gives children the opportunity to communicate with each other and express boldly. It also paves the way for children to understand the story.

In the activity, I feel that grasping a few words to learn can play a very important role in the whole teaching activity. For example, this story, I just grab a few verbs to imitate. Stamp your feet? Rush, grab, put down and swim? There is another onomatopoeia? Plop? Through corresponding movements and vivid tone changes, children's learning atmosphere becomes active. You can also use these verbs to express some things in life.

At the end of the activity, I let the children discuss again. Through this discussion, the children have a further grasp and understanding of the whole story. And let the children understand that when encountering dangers and difficulties, don't cry, don't panic, and actively try to solve them.

The whole activity link is naturally linked and the main line is clear. The children not only learned the story, but also understood the truth.

Children dance Duck Counting Teaching Plan Class Three Activity Target

1, can abide by the rules of the game and coordinate hand and eye? Driving ducks? Go ahead.

2. Actively participate in duckling driving activities and experience the fun of duckling driving.

Activities to be prepared

Paper balls, badminton sticks.

Activity process

First, the children follow the teacher to do the rhythm of "counting ducks".

Teacher: It's a nice day, ducklings. Let's play games together!

Second, show paper balls and rackets to practice driving ducks.

Introduce paper balls and badminton rackets.

We regard paper balls as ducklings and use feather bats to drive them away.

The teacher demonstrated the action of driving the duckling away, holding a badminton racket in his hand and pushing the duckling forward on the ground.

The children stood apart and drove the ducks freely in all directions. The teacher observed and instructed the method of driving ducks.

Third, the teacher gave instructions and the children drove the ducks in the specified direction.

Duck drivers, please listen carefully to my whistle. I will direct traffic like a police uncle. Please drive the duckling where my fingers reach.

The teacher keeps changing directions, and the speed can be faster and faster.

Fourth, play games in groups.

Boys out of the team, let's compare, who learns to drive a duckling best! At the same time, please take a rest for the girls and cheer for the boys.

Boys and girls exchange games.

Five, the game is over.

Did you drive all the ducklings home?

Let's go back to the classroom like ducklings!