Start and end weeks Theme Unit Name Segmented Ability Indicators Learning Objectives Teaching Activities Summary Teaching Activities Key Teaching Sections Number of Teaching Resources Assessment Methods Six Topics Ten Basic Abilities Week 1, Week 2 Unit 1 Big hand stickers and small hand activity 1: Trace your own hand 1-1-1 Describe yourself and the people and things related to you. 1Through games, get to know your classmates and learn to express your own ideas.
2 Through discussion and practice, understand that you can ask classmates for help when you encounter difficulties. Encourage children to observe people, things and things around them and express their thoughts naturally. We hope that children can feel the cordial and harmonious learning atmosphere, have the courage to express their opinions, and proactively ask classmates for help when encountering difficulties. Activity 1: Super Comparison
1 The teacher leads the children to the campus to conduct the "Super Compare" activity.
2 The teacher asks the children to form a circle and sing along with a familiar children’s song while clapping their hands.
3 The teacher blows the whistle and asks the children to circle clockwise, clap their hands and sing. Stop when they hear the whistle again, reach out and touch the hands of the classmates next to them to compare the size of their hands.
Activity 2: Drawing hands
1 The teacher hands out drawing paper and demonstrates, guiding children to draw their hands.
2 The teacher asks the children to post: What should they do if they encounter difficulties when drawing (for example: what should they do if it is inconvenient to draw the right hand)? Invite each child to express his or her own ideas.
3 The teacher asks the children to use drawing paper to carry out palm drawing activities and write their names after completion.
4 The teacher asks the children to appreciate the work and explain how they completed it.
5 The teacher takes back the palm drawing.
Activity 3: Sharing and Integration
1 The teacher asks the children to express their new discoveries and learnings in this lesson and provide encouragement.
2 The teacher asked the children to share:
(1) How many new friends have you made during the game?
(2)Does your hand look the same when you draw it?
(3) How does it feel when you draw hands? Do you feel the same when you draw by yourself versus having someone else draw for you, or having someone else draw for you?
(4) What is the difference in the feeling of drawing two hands?
(5) Do you praise and encourage your classmates?
3 Teacher summary. 2 1 Student Activity Book
2 Color pencils or colored pens
3 Teaching CD
4 Broadcasting equipment
5 A piece of white paper (For teacher demonstration)
6 octavo drawing paper (one for each person in the class) Children’s self-evaluation (can complete palm drawing), teacher’s evaluation (refer to teacher’s evaluation sheet) Environmental Education 1-1- 1. Ability to use five senses to observe things in the environment.
Human rights education 1-1-2 Understand and abide by the rules of the group, and practice the spirit of democracy and the rule of law
Career development education 1-2-1 Understand the concept of self 1. Understand Self and Development Potential
2. Appreciation, Expression and Innovation
4. Expression, Communication and Sharing Week 3 and 4 Unit 1 Big Hand Posting Small Hand Activity 2 Look at Me The hand 1-1-1 describes oneself and the people and things related to oneself,ugg elsey black. By understanding finger movements, we understand that each finger has its function and importance, and then discover the importance of ourselves and our classmates in the class. Stimulate children's creative thinking through activities such as recognizing and naming fingers. Through listening to stories and discussions, children can discover the importance of themselves and their classmates in the class, and then realize the spirit of unity and strength, and learn to cherish each other more. Activity 1: Name the fingers
1. The teacher returns the palm drawings completed last time to each child.
2 The teacher asks the children to look at their fingers and palms, and draw the observed details on the completed palm drawings.
3 The teacher asks the children to name the fingers they know.
4 The teacher explains that the five fingers are generally called "thumb, index finger, middle finger, ring finger and little finger".
5 The teacher asks the children to work in pairs and name the five fingers at the same time.
6 The teacher guides the children to express their own creative naming and explain the reasons.
Teacher 7 asked: "Which fingers do you often use to do things? What things do you do?"
Teacher 8 asked: "What do you think your fingers are to you? How important is it?" ”
Activity 2: The story of the “Five Finger Brothers”
1 The teacher tells the story of the “Five Finger Brothers”.
2 The teacher uses stories to explain the different roles and functions of the five fingers.
3 The teacher asked: "After listening to the story of the five finger brothers, whose opinion do you agree with the most? Why?"
4 The teacher asked: "Which one do you think Are the fingers the most important? ” Guide children to compare the importance of the five fingers.
5 The teacher asks and guides the children to express: "Which finger do you think is the most inconvenient? Why?"
6 The teacher asks: "From this story, do you What did you learn?"
Teacher 7 asked: "If the whole class is like a big hand, which finger do you think you are most like? Why?"
8The teacher asks the children to discuss the importance of each classmate in the class.
Activity 3: Sharing and Integration
1 Teacher’s summary:
(1) Although the five fingers are different, they each have their own functions, without any Not even one of them feels convenient. The importance of each classmate in the class is also different. Without any one of them, the class will be incomplete and our strength will be reduced.
(2) The five fingers must help each other to achieve their maximum function. If every student in the class can help each other, the class will definitely become better and better.
2 The teacher reminds students: Each finger has a conventional meaning in society. Children should not show their middle finger or little finger to others, because such gestures have negative or abusive meanings. 2 1 Student Activity Book
2 Colored pens or colored pencils
3 Palm drawings completed by children
4 The story of "Five Finger Brothers" Children's self-evaluation ( Able to express creative naming of fingers), teacher comments (refer to teacher evaluation sheet) Environmental Education 1-1-1 Ability to use facial sense observation to explore things in the environment.
Human rights education 1-1-2 Understand and abide by the rules of the group, and practice the spirit of democracy and the rule of law
Career development education 1-2-1 Understand the concept of self 1. Understand Self and Development Potential
2. Appreciation, Expression and Innovation
4. Expression, Communication and Sharing Week 5 and Week 1 Unit 1 Big Hand Posting Small Hand Activity 3 Look at the Classmates The hand 1-1-1 describes oneself and the people and things related to oneself. 1. Able to observe, describe, and identify the details of hands, and learn to appreciate and praise other people's works by exchanging works.
2. Think about appropriate interpersonal interaction language and actions by drawing palm movements for your classmates. Increase the opportunities for interaction with classmates, so that children can get used to polite requesting tone and discover the advantages of classmates, and be able to speak out the advantages of classmates. Activity 1: Draw the hands of classmates
1 The teacher shows his hands and lets the children touch them.
2 The teacher asked: "What are the differences between the teacher's hands and the classmates' hands?"
3 The teacher asked the children to draw each other's palms and sign to indicate whose palm it was and Painter.
4 The teacher reminds the children:
(1) What kind of attitude do you like your classmates to ask for your permission to draw hands? Was it forced or asked politely? Please use this method that makes you feel respected to ask your classmates to let you draw their hands.
(2) There are many ways to draw hands. Please use creativity to help students draw palms.
(3) When helping a classmate to draw hands, if you find that the classmate's hand is different from your own, you should ask to understand the reason and do not criticize the classmate's hand.
Activity 2: Exchange works for appreciation
1 The teacher reminds the children that when exchanging works, they should tell the good things about each other and give encouragement and praise.
2 The whole class exchanges works and appreciates them.
3 The teacher asks the children to share their feelings and discoveries about exchanging works, and talk about which classmates they have exchanged with.
4 The teacher guides the children to say: "How does it feel when you draw your own palms and your classmates draw each other's palms?"
5 The teacher takes back the children's palm drawings.
Activity 3: Sharing and Integration
1 The teacher asks the children to express the situation during the activity and provide timely guidance.
2 Handle homework: Ask the children to go home and shake hands with their family members, touch their hands, observe their hands, and help their family members draw their palms.
3 Teacher summary: I hope everyone will have the courage to share their works with children, and also appreciate the good in themselves and others. 2 1 Student Activity Book
2 Colored pens
3 Octavo drawing paper (one for each person in the class) Children’s self-evaluation (can complete the classmate’s palm drawing), children’s peer evaluation (Able to praise and encourage classmates for their palm drawings), Teacher Comments (Refer to the Teacher Evaluation Sheet) Environmental Education 1-1-1 Can use facial observation to explore things in the environment.
Human rights education 1-1-2 Understand and abide by the rules of the group, and practice the spirit of democracy and the rule of law
Career development education 1-2-1 Understand the concept of self 1. Understand Self and Development Potential
2. Appreciation, Expression and Innovation
4. Expression, Communication and Sharing Week 7 and Week 1 Unit 1 Big Hands Sticking Small Hands Activity Four family members’ hands 1-1-1 Describe yourself and the people and things related to you. Be able to tell the difference between your own hands and those of your family members, think about the reasons, and appreciate the hard work of your family members. Let the children observe and touch their family members' hands after returning home, and learn to use various adjectives to express feelings, such as: thick, thin, warm, cool, etc.
Teachers use these adjectives to stimulate children's creativity and come up with various similar things, such as ground, small sand, bark, etc. that are similar to "thick". They can also think about the reasons, appreciate the hard work of their families, and relate to them. The family has good interaction. Activity 1: Discover the different feelings of hands
1 Teacher encourages children to use the "Family Hands" worksheet (you can photocopy the teaching guide or use drawing paper) to express how they feel when shaking hands and touching hands with their family members, and Indicate whether your family members' hands are the same as your own.
2 The teacher asks the children to comment on what their hands feel like? For example: What does thick look like? What does it look like? What does it look like?
3 The teacher invites the children to discuss and publish: "Why? Everyone's hands feel different when touched? What is the reason?"
4 The teacher gives the children timely treatment encourage.
Activity 2: Find the hands of family members
1. The teacher pastes the family palms that the children completed in the previous lesson on the blackboard. Ask the children to come to the front in groups and find out Palm drawings of my own family members.
2 The teacher asks and guides the children to think: "Look for the palm drawings of your family members and think about what your family has done for you?"
3 The teacher guides and assists the children in organizing And think about whether there are differences in the hands of people of different ages, genders, and occupations and the possible reasons.
4 The teacher guides the children to think: "The hands of our family have done many things for us. What can we do for our families as we grow up?"
5 The teacher asks the children to express their opinions. What you have done for your family members and encourage them when appropriate.
Activity 3: Sharing and Integration
1 The teacher asks the children to express what they want to say to their parents when they return home, and provide encouragement when appropriate.
2 Teacher summary: My family’s hands have done many things for me, and my hands can also take care of my younger siblings, making my little hands become big hands that help others. 2 1Student Activity Book
2 Children’s self-evaluation of the hand drawings of family members completed in advance (can complete the "Family Hands" worksheet and tell how the family’s hands feel when touched), teacher evaluation ( Refer to the teacher's evaluation sheet to observe and record children's performance when presenting their works and publishing them) Environmental Education 1-1-1 Can use facial observation to explore things in the environment.
Human rights education 1-1-2 Understand and abide by the rules of the group, and practice the spirit of democracy and the rule of law
Career development education 1-2-1 Understand the concept of self
Home Economics Education 4-1-1 Know yourself
4-1-2 Be aware of the way you communicate with your family 1. Understand yourself and develop your potential
2. Appreciate, Expression and Innovation
4. Expression, Communication and Sharing Week 9 and Week 1 Unit 1 Big Hand Stickers and Small Hands Activity 5 My Hands Make the Classroom Beautiful 1-1-1 Describe yourself and talk to yourself Relevant people and things. Able to think about the use of palm drawings, draw creative palm drawings, discuss with groups and complete classroom layout work. The main purpose is to let children decorate the classroom together. The teacher guides the children to think about how to arrange the works in the classroom, how to draw them so that they are not exactly the same, how to express creativity, how to post the works on the bulletin board so that they are aesthetically pleasing, etc. Activity 1: Changes in palm drawings
1Teacher asked: "Think about it, apart from hand patterns, what other patterns can palm drawings be turned into?"
2Teacher Try to allow each child to express his or her own ideas and encourage other children who express their ideas.
3 The teacher asks the children to draw their own ideas on the drawing paper and color them.
Activity 2: Use your brain to beautify the classroom
1 The teacher guides the children to think: "How can the whole class's palm drawings be used in the class?"
2 The teacher asked: "How can we use our hands to make the classroom more beautiful?" The teacher guided the children to think about how to use the class's hand paintings to decorate the classroom.
3 The teacher integrates the content expressed by the children and summarizes suitable solutions.
4 The teacher reminds the children what they need to pay attention to when arranging the classroom and the key points of the arrangement.
Activity 3: Decorate the classroom with your hands
1 The teacher assigns each group to be responsible for beautifying the area.
Teacher 2 leads the whole class of children to beautify the classroom.
Activity 4: Sharing and Integration
1 After completing the beautification, the teacher leads the whole class of children to appreciate the results of the beautification and gives themselves a "loving encouragement".
2 "Love Encouragement" formula: 12, 123, 1234, great! (Match the rhythm of clapping)
3 The teacher asked and guided the children to think: "What part of this beautification do you like best? Why?"
4 The teacher asked: "In In this beautification classroom, what did you find that your hands are good at? ”
Teacher 5 concluded: Everyone’s hands are very good and they can make the classroom beautiful. This is everyone’s responsibility. Class, I hope everyone will take good care of it.
2 1 Student activity manual
2 Colored pens
3 Octavo drawing paper (prepared according to the number of classes)
4 Items needed to decorate the classroom Children's interaction Evaluation (can arrange the results according to the palm drawings completed by each person, and provide encouragement and feedback), teacher evaluation (refer to the teacher evaluation sheet) Environmental Education 1-1-1 Can use facial observation to explore things in the environment.
Human rights education 1-1-2 Understand and abide by the rules of the group, and practice the spirit of democracy and the rule of law
Career development education 1-2-1 Understand the concept of self 1. Understand Self and Development Potential
2. Appreciation, Expression and Innovation
4. Expression, Communication and Sharing Week 11 and 12 Unit 2: Show off your skills with activities that you can do with one hand Things 1-1-1 Describe yourself and the people and things related to you. 1Through the story "Little Bear's Day", you can understand the function of your hands.
2 Can use both hands to help classmates dress and express their feelings when serving others. Encourage children to express their opinions, understand the functions of their hands, interact with classmates in the process, and cultivate friendship. Children are encouraged to use their creativity and free association, and the "dressing game" is also used to provide children with opportunities to communicate with others using simple body movements, and to experience how to use their hands to serve others. Activity 1: Promote the singing of "Brother Thumb"
1 The teacher teaches children to sing the "Brother Thumb" nursery rhyme.
2 Children freely practice the "Brother Thumb" nursery rhyme.
Activity 2: Look at pictures and tell stories
1. The teacher uses the story wall chart and guides the children to tell the story: "A Day in the Life of Little Bear" in conjunction with pages 18 and 19 of the student activity manual.
2 The teacher asks questions and invites children to express: "Tell me, what did Little Bear do with his hands during the day?"
3 The teacher encourages each child to express his or her own opinions idea.
Activity 3: Tell me what can your hands do?
1 The teacher asked: "Tell me, what other things can your hands do?"
2 Please After the children express themselves and ask them to think about and express the functions of their hands, the teacher emphasizes the functions of their hands.
3 The teacher summarizes the children’s opinions and provides additional explanations with practical examples on the parts that the children have not thought of.
4 The teacher reminds the children: There will be a "dressing game" in the next class, so remember to bring a buttoned shirt.
Activity 4: I can help others get dressed
1 Teacher explains: "Please use your hands to help your classmates get dressed. Talk about using your own hands to help your classmates get dressed. How did you feel?"
2 The teacher explains the rules of the game.
3 The whole class is divided into groups to play the "dressing game". The teacher can remind the children how to get dressed.
4Teachers encourage children who perform well.
5 The teacher guides the children to think: "What is the difference between someone else helping you get dressed and getting dressed yourself?"
6 The teacher summarizes. 2 1 Student activity manual
2 "Big Thumbs" teaching aids wall chart
3 "Little Bear's Day" story CD
4 Broadcasting equipment
5 "Little Bear's Day" comic story card
6 Several short-sleeved button-front shirts Children's self-evaluation (can definitely say what they can do with their hands), teacher's evaluation (observation and recording of children For various performances in activities, please refer to the teacher evaluation sheet) Environmental Education 1-1-1 Can use facial sense observation to explore things in the environment.
Career development education 1-2-1 Understand the concept of self
Home economics education 3-1-3 Be aware of your own etiquette and habits of food, clothing, housing, transportation, education and entertainment
4-1-1 Know yourself 1. Understand yourself and development potential
2. Appreciation, expression and innovation 13th and 14th week Unit 2 Show one hand Activity 2 My hands So awesome. 1-1-1 describes yourself and the people and things related to you. Through the "Finger Rhymes" activity, children learn to use their hands to imitate various animals, stimulate children's creativity, and allow children to discuss and perform which other animals they can imitate with their hands. Guide children to perform a "finger ballad" singing tour, and inspire children to use their creativity and perform things that their hands can imitate, Weizhou Island Farmhouse. Activity 1: "Finger Ballad" Comparison
1. The teacher plays the "Finger Ballad" and demonstrates the movements.
2 The teacher teaches "Finger Shake" and leads the whole class to do the "Finger Rhyme" movements together.
Teacher 3 plays the CD and leads the whole class to recite "Finger Song" together.
4 Teachers encourage children’s performances.
Activity 2: Creative thinking
1 The teacher guides the children to say: "What other different movements can you do with your hands? Why?" and invite the children to perform.
2 The teacher demonstrates the animals that can be imitated with hands and asks the children to tell what animals they are imitating?
Activity 3: Sharing and Integration
1 Invite children to come on stage to express their lessons experience, Weizhou Island Farmhouse,.
Teacher 2 Summary: Our hands can imitate so many different animals, everyone is awesome! We can also use our hands flexibly to do many different things.
2 1 Student activity manual
2 Teaching CD 3 Broadcasting equipment
4 "Finger Ballad" teaching aid wall chart Teacher's comments (observe and record the children's various performances in the activities, refer to the teacher's evaluation Single) Environmental Education 1-1-1 Can use facial sense observation to explore things in the environment.
Career development education 1-2-1 Understand the concept of self
Home economics education 4-1-1 Understand yourself 1. Understand self and development potential
2. Appreciation, Expression and Innovation Weeks 15 and 16 Unit 2 Showing Hands Activity 2 My hands are so powerful 1-1-1 Describe yourself and the people and things related to you. Be able to say how to say hello with your hands and learn to express yourself with appropriate gestures. Further let children understand that in daily life, we can use our hands to greet others and express our thoughts with some gestures. Activity 1: Singing Tour - "Janjing Song"
1 The teacher asks the children to refer to the lyrics and action diagram of "Janjing Song" on page 24 of the student activity manual.
2 The teacher teaches and sings the "guessing song".
3 The teacher leads the children to perform a "guessing song" singing game in conjunction with hand movements.
4 Carry out the "guessing song" activity. The loser of the guessing game should put his hand on the shoulder of the winner and follow him to guess the guessing game with others.
5. At the end of the activity, a boxing champion will be born. Please encourage the whole class to encourage the boxing champion.
Activity 2: Say hello with your hands
1 The teacher asked: "Tell me, how should we greet our friends with our hands?"
2 The teacher asked Children express their thoughts.
3 The teacher summarizes the children’s ideas.
Activity 3: Express with hands
1 The teacher asked: "Tell me, what do the gestures below represent? What do they mean? What other gestures do you use in your life? Why? ”
2 The teacher guides the children to refer to the picture on page 25 of the student activity manual and asks the children to express the meaning of these gestures.
3 The teacher encourages the children who perform.
4 The teacher asks and guides the children to think: "After studying this unit, what new discoveries have you made about what your hands can do?"
5 Teacher summary: Understand The etiquette of greeting and taking the initiative to say hello will give others a good impression. Expressing your thoughts appropriately with your hands can also help you make more friends and become a child that everyone loves.
6 The teacher reminds the children: Please bring safety scissors and tape or white glue to class next time. 2 1 Student Activity Manual
2 Teaching CD 3 Broadcasting Equipment
4 "Guessing Song" Teaching Aids Wall Chart Teacher's Comments (observe and record children's various performances in the activities, refer to the teacher's evaluation Single) Environmental Education 1-1-1 Can use facial sense observation to explore things in the environment.
Career development education 1-2-1 Understand the concept of self
Home economics education 3-1-3 Be aware of your own etiquette and habits of food, clothing, housing, transportation, education and entertainment
4-1-1 Know yourself 1. Understand self and development potential
2. Appreciation, expression and innovation Week 17 and 18 Unit 3 Miao Miao Hands Activity 1 is in class! get out of class is over! Monopoly 2-1-2 shares his experience on how to organize time, money and personal life. Through the game of "Monopoly", students can name and distinguish various things that should be done during class time and after class time. The main focus is on whether children can specifically express that things can be done during "school" or "after school" time, and whether children can follow the rules of the game and participate in activities. Activity 1: Questioning and Posting
1 The teacher asks the children to stretch out their hands and clap them, and then asks: "What do we do with our hands at different times?" Invite the children to post freely.
2 Before playing the "Monopoly" game, the teacher guides the children to make dice:
(1) The teacher photocopies the "dice expansion diagram" in the teaching guide and provides it to each child.
(2) Invite children to paste the "dice expansion diagram" on construction paper (or cardboard) and cut out along the lines.
(3) The teacher guides the children to make dice.
Activity 2: Explain the rules of the "Monopoly" game
1 The teacher asks the children to refer to the "Monopoly" game diagram in the student activity manual, and paste the game flipchart on the blackboard and explain game rules.
2 The teacher leads the children to play the "Monopoly" game.
(1) Ask children to play games in groups.
(2) Before the game, each group should roll the dice first, and determine the number of cells that can advance based on the number of points rolled by the dice.
(3) Each group should elect a different representative every time they play a game.
(4) The first group to reach the finish line is the winner.
(5) During the game, the teacher can give extra points based on the performance of each group.
The time when the action ends.
3 The teacher asks questions according to the rules of the game, and the children repeat them to confirm whether the children understand how the game is played.
Activity 3: Play the "Monopoly" game
1. The teacher and the children determine the order in which the game will be played.
2 Each group began to play the "Monopoly" game.
3 The teacher decides the end time of the activity according to the situation
4 The teacher summarizes. 2 1 Student Activity Book
2 Safety Scissors
3 Glue or tape
4 "Monopoly Game" Teaching Aids Wall Chart
5 Large Dice
6 represent magnets of different colors for each group Teacher evaluation (refer to the teacher evaluation sheet) Human Rights Education 1-1-2 Understand and abide by the rules of the group, and practice the spirit of democracy and the rule of law 7. Planning and organization And practice the 19th week
and the 20th week of the third unit Miao Miao Hands Activity 1 class! get out of class is over! Monopoly
Activity 2: Arrangement of get out of class time 2-1-2 Share your experience in how to arrange time, money and personal life. 1. Through the "Monopoly" game, students can name and distinguish various things that should be done during class time and after class time.
2 Can understand what things may be done after class and the priority of handling things.
3 Be able to know how to deal with situations when they occur after class. Using various situations in which children are prone to confusion about starting and finishing classes when they enter school as themes, children are asked to think about solutions and then learn how to arrange their personal life time. Activity 1: Sharing and Integration
1 The teacher asked: "When playing the game of 'Monopoly', what things do we mention that can 'move forward'? What things can make you 'go back'?" Invite the children to talk about their thoughts.
2 The teacher gave a brief summary of the "Monopoly" game: "The hands may do different things at different times. For example, they do different things in class and after class; if they make a mistake, they will What happened? Let’s take a look through the following activities! ”
Activity 2: Tell stories through pictures
1 The teacher leads the children to observe the students’ activity manual. of four comic strip pictures.
2 The teacher asked: "Tell me, what happened to the little monkey?"
3 The teacher guided the children to think about how the event represented in the picture happened, and asked the children to Look at pictures and tell stories.
4 Teachers can further guide children to share similar personal experiences.
Activity 3: Group discussion on the content of the pictures
1 The teacher asked questions based on the picture content of the serial story:
(1) The little monkey ran to play when he was in a hurry to urinate. As a result, he wet his pants during class. How do you feel about the little monkey?
(2) What do you think is better for the little monkey?
2 The teacher guides each group of children to share the results of the discussion with the whole class.
3 Teachers gave feedback and encouragement to each group that published.
4 The teacher asked: "What should I do if I want to go to the toilet during class?" Further guide the children to express their needs by raising their hands in a timely manner.
Activity 4: Arrange the end of get out of class time
1 The teacher, in accordance with the content of the student activity manual, posts a flipchart of the activities after class on the blackboard, and asks: "What are the contents on the flipchart?" "What do you mean? What do the situations in these pictures mean when you do it in school?"
2 The teacher asked: "What do you usually do after class? Why?" How? What would be better? ”
3 Ask the children to express their opinions, and the teacher will provide timely guidance and encouragement.ugg classic boots 5820.
Activity 5: Arrange time after school
1 The teacher asks the children to talk about their time arrangement after school, and guides the children to express their opinions according to the student activity manual.
2 The teacher guides the children to say: "What do you usually do after school? Why?" Ask the children to tell them what arrangements they think are appropriate.
3 The teacher asks questions and guides the children to think: "What about the time after class and after school? What better arrangement? Why?" Ask the children to express their opinions, and the teacher will provide timely guidance and encouragement.
4 Teacher summary: There are only ten minutes after class, and there are many things you want to do, such as going to the toilet, drinking water, steaming lunch and other important things. Please think about what you need to complete first. 2 1 Student activity manual
2 "Looking in rows and telling stories" teaching aids picture card
3 Children's mutual evaluation of activity situation wall charts during and after school (each group presented on the stage content and performance), teacher evaluation (observe and record children’s performance in activities, refer to the teacher evaluation sheet) Human Rights Education 1-1-2 Understand and abide by the rules of the group, and practice the spirit of democracy and the rule of law
Home Economics Education 3-1-3 Be aware of your own living etiquette and habits of food, clothing, housing, transportation, education and entertainment 4. Expression, communication and sharing
7. Planning, organization and practice Unit 4 of the 21st week Skillful Hands Activity 1 Washing Hands 2-1-1 Always maintain personal cleanliness and maintain the same order and cleanliness of the class and school. Be able to know the correct way to wash hands, and explain how to maintain personal hygiene and the reasons why you need to wash your hands frequently. Since children often forget to wash their hands before returning to the classroom after class activities, this activity is intended to develop children's habit of washing hands frequently and provide guidance on the correct method of washing hands. It also examines children's personal cleanliness. Activity 1: Correct way to wash hands
1 The teacher asked: "When do we need to wash our hands?"
2 The teacher guided the children to express freely and explained the importance of hand washing.
3 The teacher asked: "How to wash hands cleanly?"
4 The teacher used the illustration photos at the bottom of the student activity book to explain the correct steps for washing hands.
Teacher 5 leads the class to the hand washing station and demonstrates how to wash hands.
6 Ask the children to take turns practicing hand washing.
7 The teacher asks and guides the children to think: "Why? Should we wash our hands often?"
8 The teacher summarizes.
9 Teachers can strengthen publicity: because hands often touch various objects, they are easy to attach bacteria and viruses. For example, enterovirus, which has attracted much attention recently, is infected through contact with hands, so it is necessary to touch it frequently. handwashing.
Activity 2: Children who love cleanliness
1 Teacher explains and asks: "In addition to washing hands frequently, what else do you often do to keep yourself clean? Tell me about it , What does it take to be a clean child? What kind of clean behaviors have you done? ”
2 The teacher invites the children to discuss and express freely.
3 The teacher asks questions according to the content of the student activity manual: "What did you do among these things?"
4 Ask the children to discuss with the whole class based on the actual situation of their daily lives. Share with classmates.
5 The teacher asks and guides the children to think: "Why? A clean child?"
6 The teacher summarizes and reminds the children to keep themselves tidy at all times. 1 1 Student Activity Book
2 Soap or hand soap
3 Towel or hand-wiping cloth Teacher’s evaluation (children can wash their hands correctly, please refer to the teacher’s evaluation sheet) Environmental Education 1- 1-1 Can use five senses to observe things in the environment.
Human Rights Education 1-1-2 Understand and abide by the rules of the group, and practice the spirit of democracy and the rule of law
Home Economics Education 2-1-1 Care about your own clothes 3. Career planning and Lifelong Learning
6. Cultural Learning and International Understanding