2026年01月13日 11/01/2026 Reception A 课堂教学内容及家庭作业
本节课的学习内容是常见方位词，包括：上面、下面、左边、右边、中间，前面、后面、里面、外面。教学目标是让学生理解方位词的含义，并能够在具体情境中正确使用相关句型进行表达。
一开始， 我通过提问和图片展示引入主题，如PPT里有一只小熊泰迪， 我就提问小朋友们请问：“泰迪熊在哪里？”引导学生观察物体与物体之间的位置关系。在经过思考后，学生学习使用统一句型进行回答，通过反复练习，学生逐步掌握了“A 在 B 的……”这一基本句式。
例如：“泰迪熊在桌子的左边。”
• 泰迪熊在桌子的右边。
• 泰迪熊在桌子的上面。
• 泰迪熊在桌子的下面。
• 泰迪熊在箱子的里面。
• 泰迪熊在箱子的外面。
• 泰迪熊在桌子的前面。
• 泰迪熊在桌子的后面。
• 泰迪熊在箱子和桌子的中间。
通过我不断的请孩子们回答和重复操练句子，这样两种相结合的方式，学生对方位词的理解更加清晰，表达也更加完整。整体来看，学生参与积极，能够在图片展示下正确运用所学方位词描述物体位置，课堂完成度非常的高。
DIY 制作时间：
材料：剪刀，彩笔，彩色纸，纸杯子。
目标：我想让孩子们更好的直观的理解方位词，所以我今天想让孩子们在纸上画一只小猫咪，把这只小猫咪剪下来后当作是一个实体，然后我给每个小朋友准备了一个纸质杯子。我想让小朋友们根据我的指令做出相应的位置摆放，比如说：请把小猫咪放在杯子的上面。当小朋友们听到指令后，他们就要迅速做出动作，看谁能够摆放的又快又好。
家庭作业：
请家长们继续练习《恭喜发财》这首歌！希望我们能在2月8日有个很好的表现。
The learning content of this lesson focused on common position words, including above, below, left, right, middle, in front of, behind, inside, and outside. The teaching objective was to help students understand the meanings of these position words and to use the related sentence patterns correctly in specific contexts.
At the beginning of the lesson, I introduced the topic through questions and picture displays. For example, there was a teddy bear shown in the PPT, and I asked the children, “Where is the teddy bear?” This guided students to observe the spatial relationships between objects. After thinking, students learned to answer using a unified sentence pattern. Through repeated practice, they gradually mastered the basic structure “A is … B.” (e.g., “A is on the left of B.”)
Examples include:
• The teddy bear is on the left of the table.
• The teddy bear is on the right of the table.
• The teddy bear is on the table.
• The teddy bear is under the table.
• The teddy bear is inside the box.
• The teddy bear is outside the box.
• The teddy bear is in front of the table.
• The teddy bear is behind the table.
• The teddy bear is between the box and the table.
By continuously asking students to answer and repeat the sentences, combining questioning with repeated practice, students developed a clearer understanding of position words and more complete expression. Overall, students participated actively and were able to correctly use the learned position words to describe object locations with the help of pictures. The lesson was completed very successfully.
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DIY Activity
Materials: scissors, colored pens, colored paper, paper cups.
Objective:
To help children better understand position words in a more visual and hands-on way, I asked them to draw a little cat on paper and cut it out to use as a physical object. I also prepared a paper cup for each child. The children followed my instructions to place the cat in different positions. For example, I said, “Please put the cat on top of the cup.” After hearing the instruction, the children needed to act quickly and correctly, and we observed who could place it both fast and accurately.
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Homework
Parents can help children to continue practicing the song “Gong Xi Fa Cai.”
We hope to give a great performance on February 8th.