Protect Yourself

Answer 1

The following was a design for "protect yourself" in the language lesson plan for the middle class:

##1. Activity Target
1. ** Language skills **
- Children could use relatively complete sentences to describe scenes of self-protection in life or tell simple stories related to self-protection.
- Children are encouraged to actively express their understanding of dangerous things and safe behaviors.
2. ** Awareness and Awareness **
- Let the children understand the importance of protecting themselves and identify the common dangerous situations in life, such as sharp objects, contact with strangers, etc.
- He knew some basic self-protection methods, such as staying away from fire sources and avoiding danger from playing with water.
3. ** In terms of emotions and attitude **
- Cultivate children's self-protection awareness, so that they have a certain degree of vigilance against danger.
- To motivate children to bravely protect themselves in the face of danger.

##2. Event preparation
1. The pictures in the related storybooks, such as "Tom is Lost" and "Don't Go with Strangers", could be used to assist in teaching, allowing children to intuitively see dangerous situations and the correct way to deal with them.
2. Make some simple cards with dangerous scenes (such as playing with fire, touching sockets, walking with strangers, etc.) and safe scenes (such as walking on the sidewalk on the road, using scissors correctly, etc.).
3. Prepare some small props, such as toy scissors, small matchbox (representing the source of fire), etc., to demonstrate dangerous behavior on the spot.

##3. Activity
1. ** Part of the import **
- The teacher took out a mysterious box with some dangerous props (such as toy scissors and small matchboxes). Then he said,"Children, today the teacher brought a mysterious box. There are some things inside. If we are not careful with these things, we will get hurt. Do you want to guess what it is?" He guided the children to make active guesses, which led to today's theme-protect yourself.
2. ** Story telling and discussion **
- The teacher told a story in a picture book, such as Tom is Lost. During the story, he would stop and ask questions from time to time, such as,"What did Tom do when he couldn't see his mother in the mall?" If it were you, what would you do?" Children are encouraged to answer in complete sentences.
- After the story was told, the children were organized to have a discussion. You could ask,"What danger did Tom encounter in the story? How did he protect himself?" Guide the child to conclude self-protection methods such as not leaving his mother's side in the mall and looking for the mall staff if he got lost.
3. ** Danger and Safety Scene Identification **
- The teacher took out the cards that he had made and first showed the cards of dangerous scenes, such as playing with fire. He asked the children,"Children, look at what the child on this card is doing." Was this right? Why?" Guide the child to say that playing with fire is dangerous. It may burn oneself and cause a fire.
- Then, they would display cards of safety scenarios, such as walking on the sidewalk on the road. He asked the child,"What about this child's method?" Why is this safe?" Ask the child to say that walking on the sidewalk can avoid being hit by a car and other reasons.
4. ** Simulation drill **
- The teacher took out the small props that he had prepared and simulated some dangerous scenes. For example, holding a pair of toy scissors and pretending to wave it casually, and then asking the child,"Children, is it right for the teacher to use the scissors like this? If not, how should I use the scissors correctly?" Guide the child to say the correct way to use the scissors, such as sitting properly when using the scissors, not facing others, etc.
- It could also simulate the scene of a stranger giving something. The teacher would play the role of a stranger, holding a candy and saying to the child,"Little child, I have delicious candy here. Follow me. I'll take you to a fun place." He observed the child's reaction and guided him to say that he could not go with strangers and that he should find his parents or teachers.
5. ** Summing up and Extending **
- The teacher summarized today's activities, emphasizing the importance of protecting oneself and reviewing some important self-protection methods, such as staying away from dangerous items and not walking with strangers.
- The extended activities could be assigned homework, so that the children could go home and find dangerous things in the house with their parents, as well as how to avoid danger. The children could share it with them in the next activity.
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