2025年07月01日 Reception A 6月29日课堂内容及家庭作业
这节课我主要教了孩子们关于“家庭成员”的内容。我们学习了一首儿歌，叫做《家庭称呼歌》（https://www.youtube.com/watch?v=5OcI9otbBRA），里面介绍了如何用中文称呼各个家庭成员。这首歌朗朗上口，非常有助于孩子们记住这些称呼。
然后，我还给小朋友们看了一个视频，叫做《我的家人》（https://youtu.be/UH6X8AbkhGg?si=ZpcQI9Q3SXCtVeCy），视频中的文文小朋友介绍了她的家人和朋友们，一共有七个人，分别是：爸爸、妈妈、哥哥、弟弟、姐姐、妹妹，还有文文自己。视频结束后，我还设置了一些选择题，帮助孩子们更深入地理解这些家庭成员的称呼。
接下来，我们正式学习了每个家庭成员的名称。我把常见的家庭成员称呼都列举出来，并帮助孩子们复习和巩固这些名称的记忆方法。比如：“妈妈的妈妈”叫“外婆”，“爸爸的妈妈”叫“奶奶”，“妈妈的姐妹”叫“姑姑”。在课堂上我们学了很多家庭成员的称呼，我还邀请孩子们上台学写汉字。我在白板上写，他们一边看一边学，大家都感到非常有趣和开心。
我们课上学习的词语有：
• 妈妈、爸爸
• 哥哥、弟弟
• 姐姐、妹妹
• 奶奶、外婆
• 爷爷、外公
• 舅舅、叔叔、伯伯
游戏1：学习认字环节
我准备了一些家庭成员的字卡，上面有图片和汉字。我请小朋友们上台抽一张卡片，然后根据图片和文字的提示猜一猜这张卡片上的人是谁。如果他们遇到不认识的名称，我会再解释一遍。
游戏2：猜一猜我是谁？
我打印了一些卡通形象的家庭成员，还制作了家庭成员的小扇子。小朋友们选一张卡片并将其背过来，由其他小朋友来猜这位人物是谁。提问的小朋友可以问：“他是男的还是女的？”、“他是小孩吗？”等；回答的小朋友可以说“Yes”或“No”。
绘画时间：
我留出了一些时间让小朋友们进行创作，让他们画一画自己的家人。他们从不同的视角描绘自己的家庭成员，有的还画上了自己的宠物。作品都非常有趣且丰富多彩，展现出每个家庭不同的特点和爱的方式。
回家作业：
希望孩子们在见到家人和朋友时，能尽量使用中文名称来称呼他们，这样也能更深入地理解中国文化。
n this lesson, I mainly taught the children about family members. We learned a Chinese children’s song called “Family Title Song” (https://www.youtube.com/watch?v=5OcI9otbBRA), which introduces how to address different family members in Chinese. The song is catchy and very helpful for children to remember these titles.
After that, I showed the students a video titled “My Family” (https://youtu.be/UH6X8AbkhGg?si=ZpcQI9Q3SXCtVeCy), in which a little girl named Wenwen introduces her family and friends. There are seven people in total: dad, mom, older brother, younger brother, older sister, younger sister, and Wenwen herself. After watching the video, I prepared some multiple-choice questions to help the children better understand the vocabulary and concepts.
Next, we formally learned each family member’s title. I listed out common Chinese terms for family members and helped the children review and memorize them using simple, easy-to-remember methods. For example:
• “Mom’s mom” is called waipo (外婆)
• “Dad’s mom” is nainai (奶奶)
• “Mom’s sister” is gugu (姑姑)
In class, we covered many different family terms. I also invited the children to come to the board to practice writing Chinese characters. I wrote the characters while they followed along, and they had a lot of fun during this activity.
Vocabulary we learned in class:
• 妈妈 (māma) – Mom
• 爸爸 (bàba) – Dad
• 哥哥 (gēge) – Older brother
• 弟弟 (dìdi) – Younger brother
• 姐姐 (jiějie) – Older sister
• 妹妹 (mèimei) – Younger sister
• 奶奶 (nǎinai) – Paternal grandma
• 外婆 (wàipó) – Maternal grandma
• 爷爷 (yéye) – Paternal grandpa
• 外公 (wàigōng) – Maternal grandpa
• 舅舅 (jiùjiu) – Uncle (mother’s brother)
• 叔叔 / 伯伯 (shūshu / bóbo) – Uncle (father’s younger / older brother)
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Game 1: Character Recognition Activity
I prepared some flashcards with pictures and Chinese characters of family members. The children took turns coming up to choose a card and guess who the person on the card was based on the image and the Chinese word. If a student didn’t recognize a name, I would explain it again.
Game 2: “Who Am I?”
I printed cartoon-style family member images and made little hand fans with them. Each child picked one and hid it from the others. Then the other students had to guess who the character was. They could ask questions like, “Is this person a boy or a girl?” or “Is it a child?” The child holding the card answered with “Yes” or “No.”
Art Time:
I gave the children some time to draw their own families. They created pictures from different perspectives, some even included their pets. Their artworks were fun and colorful, showing the uniqueness and love of every family.
Homework:
I want to encourage the children to use the Chinese terms they learned to address their family members and friends when they see them. This will help them develop a deeper understanding of Chinese culture.