The design intention of the reading activity plan of kindergarten large class 1;
Children are parents' treasures. They enjoy the warmth of their families and the care of their parents. The poem "Photo" shows us the connection between things in a concrete way, and feels the warmth of family and the vivid picture of father's love for mother. Beautiful language enables the reciter to enjoy the beauty of literature and discover things from the familiar world.
Activity objectives:
1. Understand the content of poetry and feel the warm affection expressed in poetry.
2. Understand the repetitive sentence patterns in poetry and create them.
3. Recite poems with emotion.
Activity preparation:
1. Collect family photos of children and make dynamic photo albums.
2. Poetry "Photo" multimedia courseware.
3. White paper and watercolor pens, one for each person.
Activity flow:
First, import activities to stimulate interest
1. Enjoy the dynamic photo album.
Teacher Shi collected family photos of children and their parents. Please enjoy it together. "
2. Teacher: "Who will tell me the story behind the photo".
Please name the three or four children who are with them in the photo. Where is it? What's interesting happened? The mood of taking pictures. (Guide the children to carefully observe the parents' looks and clothes in the photos)
3. Summary: These family photos record the wonderful and happy time when children are with their parents.
Second, imagine painting and understand the first half of the poem "photos"
1. The teacher read the first half of the poem to guide the children to draw.
Teacher: "The teacher will read you a poem" Photo ". You can draw while listening. Please listen to the poem carefully and draw beautiful pictures with strokes. " (The children are sitting on the table, each with a piece of drawing paper and a marker ready to draw.)
Dad is a green leaf.
Mom is a green leaf,
I am like a flower, blooming in the green leaves. (Repeat after reading a paragraph)
Dad is a big tree,
Mom is a big tree.
(The teacher asks, "What is that child?" )
I am like a fruit, hanging on a branch.
3. Guide the children to retell the first half of the poem with their own pictures.
1) Teacher: "The teacher recited it completely, and let the children enjoy their paintings while listening."
2) Teacher: "Does your painting look good? Who wants to come up and share your paintings with the children? What did you draw? Why do you want to draw it like this? "
3) Please share your pictures and retell the first half of the nursery rhymes.
Third, Lenovo painting creates poetry.
1. Guide children to understand the causal relationship of poetic sentences and create with repeated sentence patterns.
Teacher: "The poem says that my father is like a green leaf, my mother is like a green leaf, and I bloom among the green leaves like a flower. Son, what do you think mom and dad can be like? Why do you describe mom and dad and you like this? " Guide children to understand the causal relationship of poetic sentences and create them with repeated sentence patterns.
2. After the children create a sentence, the teacher guides the children to retell the creation of nursery rhymes.
For example, my father is * *, my mother is * * *, and I am like * * * * * *.
3. Guide children to talk about how to repay their parents' love from different angles.
Teacher: "Do Mom and Dad love you? They are usually busy and hard at work, but they still take care of you and educate you when they get home. How do you care about and help your parents and repay your love for them?
(The child said, "Mom is ill, and I am worried about her. I will give her some medicine. " )
4. Summary: Mom and Dad love us, and we love our parents. When we grow up, we can not only do our own things, but also help and take care of our parents. You guys are amazing! )
Fourth, imagine painting and understand the second half of the poem "photos"
Teacher: "Please continue to listen to the poem. The children turn the paper they just drew upside down and finish the work. " (Children draw as required)
Teachers recite poems and children draw pictures;
Dad is a rope,
Mom is a rope,
I sing like a note between two strings.
1. Put away your brushes and tell stories with your own works.
2. Children retell together.
Fifth, watch the multimedia courseware "Photos", and children recite and perform poems.
1. Show multimedia courseware, introduce the names of poems, and guide children to recite poems.
Teacher: "The poem the teacher read today is called" Photo ". Please let the children and teachers have a look and read it out in a nice voice. "
2. Guide children to imagine actions and perform poems with body language.
Teacher: "I saw some children with warm and sweet expressions when reciting." Can you create movements for poetry, recite and perform at the same time? "
Children stand up, perform and recite poems with emotion.
The intransitive verb ends the activity
Teacher: "Give your homework to your parents or grandparents sitting in the back, hug them and say," Mom and Dad, I love you! ""
Kindergarten large class reading activity plan 2 activity source
As a part of language education, picture book reading is of great significance to children's all-round development. Interesting stories and rich picture details inject rich spiritual and emotional colors between children and words, forming a vivid interactive process. It is this kind of interaction that, while expanding children's experience, enables children to acquire reading interests, habits and strategies beneficial to their own development.
Love is an eternal theme in the world, and the emotional stimulation of love is an important content of early childhood education. With the abundance of material life and the pattern of family 6:/kloc-0:, "being loved" has become the main theme of children's life. As we all know, our children know how to love, and they are willing to give their pure love. As long as you choose the right educational content, you can stimulate the experience and expression of love in your child's heart. Therefore, in the theme activity of "love", we chose the meaningful picture book "The Tree of Love" to give children living in modern cities and surrounded by warmth and happiness feelings and thoughts. The truth of love and being loved, giving and taking contained in the book also has a positive leading role for children, providing them with materials to realize another taste of life.
Before the activity, I intentionally put the books into the reading area to observe the children's reading situation and provide a basis for my reading activities. After a while, I found that many children came to read books, but not many really read them carefully. When asked, "Do you understand?" The child also explained his understanding of a page or two in a few words. The reason may be that the picture is not rich and the child's eye is not caught; It may be that children can't really walk into the story and feel the emotions in the story ... So, how can we lead the big class children to read this picture book and understand the meaning in the book? My children and I started the reading journey of Love Tree.
moving target
1. Read on step by step to further understand the connotation of the story and fully express your understanding of the picture.
2. Look for picture clues independently, feel the emotion between the tree and the little boy, and experience the love of the tree for the little boy.
3. Know how to cherish the love given by others, and initially sprout the feelings of gratitude.
Activities to be prepared
1. Experience preparation: The children have read for the first time before this activity, mainly using the method of combining collective reading and independent reading to let the children understand the main content of the story. In the activity, children can put forward what they don't understand, which will lead to mutual answers from their peers; Be able to take the initiative to tell stories you see in your own language.
2. Material preparation: each child has a picture book, TV and teaching e-books, teaching pictures, charts showing the number of times the boy has come back, signs showing page numbers, bookmarks, blackboards and music.
Activity process
1. Recall stories and guide children to tell the contents of picture books in their own language.
Teacher: Do you remember what story this book tells? Who will tell us about it?
Children recall stories in their own words.
analyse
The transition from spoken language to written language is an important core goal of early reading activities. In this session, children are required to recall stories in an orderly manner in their own language. In this way, the teacher can know the children's familiarity with the story, and at the same time, when the teacher reads the story, he can help the children consciously feel the way the writer tells the story in the next link.
2. Read the first half of the picture book deeply, and help children understand and feel the emotion between the tree and the little boy by reading the pictures carefully.
(1) Use e-books to tell the story of 1 ~ 24 pages of picture books, and review the main contents of this part, so as to arouse children's attention to the mutual love between trees and boys.
Teacher: How do you feel at this point?
Yang: I feel love.
Teacher: Who and whose love?
Yang: Trees like boys, and boys like trees. They love each other.
analyse
Adults often read with children, which can guide children to understand the contents of the book according to their own experiences. The * * * review of teachers and children not only verifies whether what children said in the first link is correct, but also points children's attention to the connotation of love expressed in books by asking questions.
(2) Children read 1 ~ 24 pages by themselves, looking for picture clues about the love between the tree and the boy.
Teacher: Please find out which pictures in this part tell us that Dashu likes this boy. Tell us when you found it, on which page, and where you saw them fall in love. Put a bookmark on the page you find, and you can remind yourself to tell it to everyone later.
Children read independently, guide them to observe the pictures around the question, look for details and clues, and put small bookmarks on the pictures they like.
analyse
Teachers guide children to observe the picture carefully by asking questions, discuss the story content with details and clues, and learn to establish the connection between the picture and the story content. At the same time, encourage children to discover and discover the hidden details in the picture through independent reading and experience the fun of reading. Page number is an important element in picture books. It is not only a logo, but also represents the internal relationship between stories. The use of small bookmarks not only facilitates children's later narration, but also enables children to feel the role of page numbers in a subtle way, thus learning the strategy of reading with page numbers.
(3) Exchange and share the findings of independent reading, and guide children to further feel the emotion between the tree and the little boy.
From which page do you see that the tree and the little boy are in love? Where did you see it?
Young: As you can see from page 18, the tree especially likes little boys, and the tree greets the little boy with its branches.
Teacher: Does the little boy like big trees? Where did you see it?
Little boys like big trees, too. Look, he smiled!
(2) What other page tells us that the tree and the little boy are in love?
Yang: On page 6, the little boy came to hug the tree.
Teacher: How did he come?
Yang: I was in a hurry and ran over with a smile. Only those who see love will come running quickly with a smile.
Teacher: What about that big tree? What does a big tree look like? study What does this mean?
Young: The tree calls the little boy with its leaves, as if to say "Come on, come on" (the child's voice is very light, gentle and loving when imitating the tree).
analyse
Every teacher's question is aimed at the connotation of love in the story in the book. Children judge the love between the tree and the little boy by analyzing the details of the picture, paving the way for understanding the latter part. At the same time, the teacher encourages the children to imitate the posture of the big tree and the little boy with actions, and feel the deep feelings between them vividly.
(3) Whenever a child talks about a page, the teacher will take out the corresponding big picture and post it on the blackboard to lead the child to analyze.
analyse
In the process of sharing reading findings, children often only pay attention to the results of their own findings. Using big pictures can not only concentrate children's thinking and achieve the purpose of sharing, but also encourage children to express different opinions and achieve the purpose of real discussion. When posting pictures, the teacher consciously asks the children to tell the page numbers of the pictures and decide the position of the pictures on the blackboard, thus guiding the children to feel the order of the page numbers.
Why does the story say that trees are happy?
Yang: Because big trees like little boys.
Teacher: What does the tree like about little boys?
Young: I like little boys playing with her. I like little boys coming to see her every day. I like being with little boys.
analyse
Use questions to trigger children's discussion and communication, feel the love of the tree for the little boy, and pave the way for the second half of reading.
3. Read the second half of the picture book to help children understand and feel the love of the tree for the little boy.
(1) Use an e-book to tell a picture book of about 25 ~ 30 pages, and draw out the second half.
analyse
This part is the turning point of the story, and the reading between teachers and children will cause children to expect and pay more attention to the second half of the story.
(2) Use e-books to read and sort out the contents of 3 1 ~ 52 pages of picture books, and guide children to feel the love of the tree for the little boy.
Did the little boy come back later? How many times have you been back?
Yang: Yes, three times.
Yang: I came back four times.
Teacher: Some said it three times, and some said it four times. Then let's look at the back together and verify how many times the little boy has come back. Read it carefully. What happens to the little boy every time he comes back?
analyse
Reading with questions is conducive to mobilizing children's concentration in reading, and children learn to think, identify and find correct answers in the process of reading. Teachers should also be good at using expressions, movements and cadences to convey the emotions in the book, so that children can feel the appeal and expressiveness of the works, thus stimulating their inner interest in reading.
② Teachers use e-books to read 365,438+0 ~ 52 pages of picture books to verify children's answers.
Teacher: How many times has the little boy been back?
Young: 4 times.
(3) Teachers use tables to help children sort out the story content and clues, and discover the rules and changes.
Teacher: What did the little boy do when he first came back?
Yang: He asked the tree for money. He said he needed to buy something.
Teacher: How is the big tree made?
Young man: The tree asked him to sell the apples so that he could buy things.
Teacher: What has that big tree become?
Yang: There is no fruit.
Teacher: How does the big tree feel?
Teenager: The tree still feels happy!
(omit the second, third and fourth times)
analyse
In this link, teachers use educational strategies to encourage children to read and understand the connotation of the story: verification and discovery reading-around the clue of "love between a big tree and a little boy" contained in the picture book, provide children with a space for full observation and active communication, read and analyze the details of the picture among children, and let children learn effective reading strategies; Read through the sorting chart-the process of sorting is the process of combing clues, and the order in the second half of the story is clearer. At the same time, by comparing the changes of the tree every time the boy comes back, the children deeply understand love.
Finally, the old stump stayed on the big tree, but the big tree in the story was still very happy. Why? Use questions to arouse children's discussion and communication, and feel the selfless love of the tree for the little boy.
Yang: Because the big tree helped the little boy realize his wish. She loves the little boy and helps him, and he will be happy. Seeing the little boy happy, the tree will be happy.
analyse
Set off a discussion climax and encourage children to fully express their views on love.
⑤ Guide children to express their understanding of picture books and establish a correct understanding of the little boy's behavior.
Teacher: How do you feel when you hear the story here? Why?
Teenager: Sorry, there is nothing in the tree!
Yang: I'm very touched. The tree loves the little boy too much, just like our mother. I also want to help others like a big tree.
Teacher: Dashu loves the little boy so much and has done so many things to help him. If you were a little boy, what would you do?
Teenager: I don't want to hurt the tree. I want to play with her every day.
Yang: I won't ask her for anything. I don't want to be this little boy. I want to protect this tree.
analyse
Under the guidance of talking about "feelings", children fully express their views, and teachers try their best to satisfy children's desire to talk more and more. Children's language learning needs the support of corresponding life experience, and finally they should return to children's life and guide children's cognition. The question "If you were a little boy" brought the children back from the story to real life. They emotionally denied the little boy's behavior and thought that love should be given to each other. The core goal of this activity has been initially achieved.
4. Use the complete soundtrack of e-books to tell and guide children to transfer their emotions.
(1) Children read the electronic picture book completely and feel the integrity of the story.
(2) Guide children to contact their real life, feel the love given by their loved ones, and sprout feelings of love for their loved ones.
Teacher: Today, we read The Tree of Love again. Who does the big tree in the book remind you of? Why?
Yang: I thought of my mother. I'll give my mother whatever I want. I will love my mother in the future.
Yang: I think of grandma. I want to make a present for grandma.
Yang: I miss my grandma. She cooks for me every day. I want to water her flowers, because she has many flowers. ...
Teacher: You are really sensible good children, so let's write down our feelings and what we want to say, draw them down and say them out, so that our loving mothers, fathers and grandmothers can feel our love for them, OK?
Yang: OK!
analyse
Helping children transfer their feelings and gains to real life and establish correct behavior cognition is another educational goal of reading activities. Finally, after reading the story completely, please ask the children to talk about the love stories around them and feel the preciousness of love in combination with their real life. Especially in the artistic conception of music, many children shed tears, and the story touched them and their fragile and kind hearts. Vivid and emotional answers also prove that children understand the story and establish correct behavior cognition, which will also play a leading role in future life.
Program of reading activities for large classes in kindergartens III. Guiding ideology
Reading plays an important role in children's growth. It is the main way for children to know nature and society, gain knowledge and experience, and is an effective way for children to improve their personality and improve their self-development space. With the construction of reading characteristic culture in our school, reading has become a powerful link between teachers and students and home education. With the joy of "6. 1" International Children's Day, we have ushered in the seventh Reading Festival with the theme of "Grateful for books and enjoying reading". Bathed in books, infiltrated the soul, children, teachers, parents, and we got together to study.
Second, the theme of the event:
"Grateful books like reading"
Three. moving target
1. Stimulate children's reading interest, cultivate good reading habits, and improve the cultural quality and spiritual accomplishment of teachers and students.
2. Show the charm of the scholarly campus with children's independent reading and teacher's guidance, and promote the improvement of children's reading ability.
Fourth, the activity time
20xx May 6th to June 1
Verb (abbreviation of verb) activity content
The first stage: planning and publicity of the reading festival (May 6-June1);
1. Distribute the proposal of the 7th Reading Festival to parents.
2. Listen to the speech under the national flag to stimulate children's reading enthusiasm.
The second stage: the organization and implementation of the reading festival (May 1 February-June1)
Activity 1: Children read independently
1. Enrich and improve the reading angle of each class.
2. Large class book drifting activities.
3. Combined with the activity, complete the activity briefing (with 1)
Activity 2: Teachers' Teaching Guidance
1. Each class carries out painting activities in the art field around picture books.
2. Each teacher completes a picture book recommendation (Annex 2).
3. Family parent-child reading: the design of tabloid reading, and the collection exhibition of family parent-child reading experience in large classes.
4. At least one parent-child reading tabloid design and one parent-child reading experience should be recommended in each class. The grade group will design a special exhibition board, which will be displayed from May 28th to June 1.
Kindergarten large class reading activity plan 4 activity objectives:
1. Learn to read purposefully, find answers and questions in independent reading, and be interested in science stories.
2. Understand the content of the story, understand that humans, animals and plants need air, know the harm caused by air pollution to the earth, and know how to protect the environment.
Try to repeat the sentence pattern in a tense and cheerful tone: "Will terrible things happen?" "We can breathe freely."
Activity preparation:
1, experience preparation: Understand human respiration, exhale carbon dioxide and inhale oxygen.
2. Material preparation: several small notebooks; Breathing images of animals, plants, etc. Video clips of pollution and greening.
Activity flow:
Do breathing exercises under music first, and introduce the topic "Who needs breathing?"
1. The teacher and the child do breathing exercises together: "What do you breathe with?"
2. Guess: Not only do we humans need to breathe, but who else needs to breathe? Can the earth breathe?
Second, read independently (P2-9) to find the answer.
1, ask questions and guide children to read.
"Many things on earth can breathe. The book I want to share with you today is called Breath of the Earth. Just now, children suggested that animals, fish and grass all need to breathe. How do they breathe? Breathe with what? With these questions, let's go to the book to find the answer. "
2. The child reads page by page and finds the answer in the book:
Question: Did you find the answer in the book? How do humans, animals and plants breathe? Breathe with what?
Use images to let children know that insects breathe through the stomata of the abdomen; Plants breathe through stomata in roots and leaves.
3. Summary: Humans, animals and plants on the earth all need to breathe. "Inhale and inhale, exhale carbon dioxide and inhale air." It's just that they breathe differently.
Third, read independently (P 10- 19) and find problems.
1, guide children to find problems in reading.
"What will happen next? Please read the pictures of P 10- 19 carefully, and ask questions if you don't understand. "
2. Guide children to observe the key page P 1 1 in the book, and play video clips to feel the harm of air pollution.
"Why is there so much smoke?" "The air is polluted, what terrible things will happen?" Play the video clip, "What's wrong with everyone? Is it really so uncomfortable not to breathe? " Please hold your nose and feel the feeling that you can't breathe.
3. Learn to repeat the sentence pattern "Will terrible things happen?"
Both animals and humans ask the same question. What is this? Let children express "will terrible things happen?" In a nervous and terrible tone.
What do you mean by terrible things? There is less and less oxygen, so we can't breathe.
Would you like to live with an oxygen mask? Let's learn how to wear an oxygen mask.
Imagine what it feels like to wear a gas mask.
4. Interactive discussion: There is less and less oxygen on the earth. What should we do?
Play the animation of photosynthesis, let the children know the skills of plants-help us purify the air.
Fourth, teachers and students * * * read P 19-25 and read the short sentence "We can breathe freely!"
"With photosynthesis, what will happen? What did you find? "
Talk about how everyone has changed when the oxygen mask is taken off. What kind of mood and tone would you say this sentence? Together, they expressed the repeated sentence in a happy tone: "We can breathe freely."
5. Teachers lead children to read P26――35.
"What does our earth breathe? How do the children in the book protect the environment? How to make more green? " Ask the students to read after the teacher with questions.
Q: What exactly are the green lungs of the earth? How should we protect the environment?
6. "Take a deep breath" under the music and feel the pleasure of breathing freely.
"Now, our city has become a big garden. Let's enjoy the fresh air together! "
Conclusion: There are many secrets in this book. We can go back to the classroom and watch it again. Let's raise our doubts, and let's solve these unknown secrets together! "