京师实验幼儿园中班7月21日星期一

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古诗：小池

目标：1⃣️欣赏古诗，初步理解古诗《小池》的内容。2️⃣学习用舒缓的语速朗诵古诗，能用自己的话描述诗歌描绘的情景。3️⃣对学习古诗感兴趣，通过朗诵诗歌内容，激发热爱大自然的情感。

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K3 Lesson Plan: Supermarket & Letter Yy

Subject: Literacy, Phonics, Movement

Grade Level: K3

Time Allotment: 90 Minutes

I. Welcome & Movement (15 minutes)

* Objective: Engage students physically and mentally, building classroom community.

* Materials: Music player, "Baby Shark" and "Hurry, Hurry, Drive the Fire Truck" songs.

* Activity (15 minutes):

1. Sing and Dance: "Baby Shark" (7 minutes)

* Start the music and encourage all students to stand up and participate in the actions and singing.

2. Sing and Dance: "Hurry, Hurry, Drive the Fire Truck" (8 minutes)

* Encourage energetic participation, mimicking driving and fire truck actions.

II. Literacy Focus: The Supermarket (25 minutes)

* Objective: Activate prior knowledge about supermarkets, introduce related vocabulary, and practice sight sentences.

* Materials: The book "The Supermarket", chart paper or whiteboard for sentences.

* Activity (25 minutes):

1. Pre-Reading Discussion: "Our Supermarket Trip" (10 minutes)

* Gather students.

* Ask: "Has anyone been to the supermarket before?"

* "What are some things you saw inside the supermarket?" (Encourage sharing, validate response and ask questions like "Did you see fruits? What kind of fruits?")

* "What do we do at the supermarket?"

2. Read Aloud: "The Supermarket" (10 minutes)

* Introduce the book: "Today, we're going to read a book called 'The Supermarket' to see what else we can find there!"

* Read the book clearly and expressively, pointing to pictures as you read.

* ask simple comprehension questions (e.g., "What did they see on this page?").

3. Sentence Practice (5 minutes)

* Read each sentence aloud, pointing to the words.

* Have students repeat each sentence after you, emphasizing clear pronunciation:

* "The carts."

* "The fruits."

* "The vegetables."

* "The bread."

* "The cereal."

* "The meat."

* "The eggs."

* "The check out."

III. Phonics Focus: Introducing Letter Yy (45 minutes)

* Objective: Introduce the uppercase and lowercase forms of letter Y, its sound, and practice writing it.

* Materials: Large whiteboard/chalkboard, markers/chalk, individual small whiteboards or paper for students, pictures of 'yarn', 'yak', 'yam', 'yard' (displayed on TV).

* Activity (45 minutes):

1. Introduce Letter Yy (10 minutes)

* "Today, we have a new letter to meet! It's the letter Yy."

* Write a large uppercase 'Y' and lowercase 'y' on the main whiteboard.

* Demonstrate Writing: Slowly demonstrate how to write both uppercase and lowercase 'Y' step-by-step, explaining each stroke (e.g., "Slant down, slant down, and a line across for uppercase Y. For lowercase, slant down, slant down, and a tail!").

* Sound of Letter Y: "The letter Y makes the /y/ sound, like in 'yes' or 'yellow'." (Emphasize the short, quick 'yuh' sound). Have students practice making the sound.

2. Individual Whiteboard Practice (20minutes)

* "Now it's your turn! Everyone stand up and come to the whiteboard (or use your individual board)."

* Call students up one by one (or in small groups if using individual boards) to practice writing uppercase 'Y' and lowercase 'y' on the board.

3. Name Recognition with Letter Y (5 minutes)

* "Do we have any friends in our class whose names have the letter Y?"

* Call out names like Amy, Andy, Tony, Yoyo, Joy.

* As you say each name, ask: "Where do you hear the /y/ sound in Amy's name?" (Emphasize the sound, not just the letter).

* Have those students stand up and wave.

4. Picture and Word Examples (10 minutes)

* Display pictures and words on the television or using flashcards.

* Show the picture of yarn. Say "Yarn starts with the /y/ sound. Y-y-yarn." Have students repeat.

* Repeat for yak, yam, and yard.

* Encourage students to identify the initial /y/ sound in each word.

IV. Wrap-Up & Transition (5 minutes)

* Objective: Briefly review the new letter and prepare for the next activity or end of the day.

* Activity (5 minutes):

1. Quick Review: "Today we learned about the letter Yy! What sound does it make?" (Encourage them to say /y/).

2. "Can you remember one word that starts with Y?"

3. "Great job today, everyone! We will continue learning about the letter Y tomorrow."

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