Activity background:

1 piggy and 100 wolf is the representative work of Miyanishi, a famous Japanese picture book writer. The works inherit Miyanishi's consistent creative style and are full of original ecological survival wisdom and childish game spirit. The work describes the story of 1 pig being chased and besieged by 100 wolves, but finally surviving because of the greed and stupidity of the wolves. The plot setting turned sharply, and the ending was unexpected, which made people laugh. In this picture book, Miyanishi uses a variety of artistic creation techniques, such as the deformation of words, the reversal of the direction of the picture, and the presentation of various perspectives, which makes the whole work as vivid as a cartoon and interesting to read.

Activity objectives:

1. Experience the fun of reading picture books.

2. Learn a variety of reading methods to perceive the characters and directionality in picture books.

3. Be able to guess the story boldly.

Activity preparation: big picture book, PPT

Activity flow:

1. Perceive the cover and title page of picture books and arouse children's interest.

Teacher: Today, the teacher brought a very interesting picture book. Who is on the title page of the picture book? Where is it going? What's in the Woods?

[In the activity guide, I ask my children to read the title page of the picture book carefully, and at the same time ask questions, set suspense and stimulate their reading interest. At the same time, it also laid a good foundation for later reading. ]

2. Read picture books in many ways.

(1) Look at the beginning of the picture book

Teacher: What's in the Woods? Let's go around to the front of the pig and have a look!

[Here the teacher uses the word "around" instead of opening the book, in order to let the children feel the different perspectives of the title page of the picture book and text painting. ]

① Observe the picture and experience the role through imitation activities.

First, imitate the psychological activities of wolves.

Teacher: Wow! Who's in the Woods? (Many wolves) Why don't pigs see them? So many wolves are hiding behind the trees. What do they want? I tell you quietly that this is a group of wolves that have been hungry for three days and nights. What will they think when they see a white and fat pig coming? What would you say?

Second, observe and guess the dialogue between wolves.

Teacher: As the piglets get closer, what will they say to their companions next to them? Look at the wolf's face. Who will learn? (Let the children learn the expression of the wolf) What about the pig? Did it find the wolf? It doesn't know that there are so many wolves hiding behind the big tree. As he ran, he hummed, It's a beautiful day today. I'm going to run in the Woods.

② Experience the reading pleasure brought by the deformation of words.

Teacher: piggy just finished, alas, what's the matter? (Teacher turns pages)

First, observe what the wolf says.

A. what happened to the wolf? (rushing out) What else did they say when they rushed out? (Go ahead, brothers-)

B.who found the difference between these two words? Why do you want to turn the word "Wolf" red and big?

C. it's strange that there is still a long string dragging under the words. What does that mean? When you send this word, you should put it very long so that the wolf behind you can hear it and keep up. Let's study again together.

Second, observe what the pig says.

A. I saw 100 wolves chasing me. What did the pig say? Why do pigs say "big"? The pig is trembling with fear. )

Let's learn from what pigs say.

The distortion of words is a common artistic creation technique in picture books, which can often make children feel the situation described in picture books more deeply and help the plot to unfold. Let children imitate wolves and pigs here, not only to improve their "performance" ability, but more importantly, let children feel the fun and fun of this picture book. ]

(2) Read the development part of the story

① Feel the directional characteristics of picture books.

Teacher: Next, let's have a look. Attention, I want to turn three pages in a row. Look carefully, children. What do these three pages say? (Wolf chasing pig)

Teacher: How did the pig escape? Which way to escape? Who can say it in the right words?

Teacher: Piggy runs around and is afraid. What will he shout when he runs away?

Children's performance, teachers and children perform together.

Directionality is another important artistic creation technique of this picture book. In these three pages, the picture book uses a montage technique similar to that in the movie, which makes the direction of the pig's escape twice 180 degrees, and the reader deeply feels the dangerous situation of the pig's fleeing in panic. In order to let children feel this situation better, the teacher closely followed the game spirit in the picture book and designed a game similar to "Cats Catch Mice" to let children experience the fun of reading in the game. ]

(2) Guide children to guess the way pigs escape.

Teacher: You are really hungry! Surrounded the pig so quickly! Do you want to know the fate of pigs in picture books? Let's go and have a look. (Teacher turns pages)

Teacher: What's wrong with piggy? Pigs are surrounded by wolves, and the encirclement is getting smaller and smaller. What do you think of the wolf's mood at this time? As soon as they are happy, they will discuss which to eat first.

Part? Can you guess what the wolf will say? )

Teacher: The poor pig watched the wolves approach slowly. What is his expression? (I cried with fear) Look at what happened to his hands and feet (I've been shaking and I'm so scared). Let's learn how pigs are afraid to tremble. (collective-individual)

Teacher: The pig is trembling with fear. Will these wolves eat you? The answer is hidden in the back cover of the book. I'll take a sneak peek first! Do you want to read it?

(3) Guess the climax of the story

Teacher: Show me the back cover. What was the result? Did the pig get eaten?

Teacher: Strange, why didn't the pig get eaten by the wolf? This is a group of wolves that have been hungry for three days and nights. Something must have happened in the process. Who can guess? (What will it think of? Or who will help it? )

[In this link, the teacher broke through the routine of reading along the page in the past, and adopted the method of jumping pages to directly let the children read the back cover, which aroused the children's greater curiosity: Why is the pig okay? What the hell happened in there? This small change has made the child's original interest higher. ]

Teacher: Did you guess? No, can anyone help? (Look at the page where the wolf waved goodbye to the pig) On this page, please take a closer look at what the wolf is doing. Did the wolf chase the pig again? (No) Why did these wolves let the pigs go? It's really strange!

Teacher: What's going on? Let's look back. Just as the wolves were getting closer, a wolf stood up. (Did you find it? Which one is it? ) What gesture did he make? (Who can learn) What does this action mean?

The wolf blocked his hand and said, "We have 100 wolves, but there is only one pig. Each wolf can only get a little. How can I eat enough? " It turned out that the wolf thought there were too few pigs to fill his stomach. At this time, the pig listened to the wolf and thought, great, here comes the opportunity! How did the pig want to escape?

(4) End: Leave suspense and end the activity.

Teacher: What will happen? How did the pig escape? Let me take another peek, oh! How interesting! Do you want to know, children? Really want to know? Want to know right away? Since you want to know so much, I'll give you this picture book "1 pig and 100 wolf", and we'll take a closer look at it when we go back and find out the answer, okay?

When the children are anxious to know the result, the reading activity comes to an abrupt end. The teacher skillfully made the children have a strong desire to read picture books, which greatly stimulated the children's desire to read independently. It can be said that this ending is a wonderful stroke of this design. ]

shared reading

Teacher: The teacher brought this picture book today, but there are not enough picture books for the whole class. What shall we do (watch together)

Now, please take your picture book back to the classroom and share it with other friends, ok?

An important goal of reading teaching is to cultivate children's interest in independent reading. There are two considerations in putting autonomous reading into expansion activities: first, respect the individualized characteristics of children's autonomous reading; The second is to reduce the hidden waste of time in collective teaching. ]

Activity reflection:

Psychological research shows that children are active, fun, easy to imitate, take games as their life, play more games and develop more. According to children's age characteristics, in the process of watching, learning, speaking and doing, we deliberately let children learn easily and entertain and educate in the whole activity. They devoted themselves to the activities with full enthusiasm, taking the natural progress of the plot as a turning point, and let the children participate in the activities with a positive attitude, which effectively promoted their active learning.

In teaching activities, according to the content of picture books, I skillfully designed a variety of reading methods, such as single page, multi-page and page skipping. The alternate use of these methods combined with clever question design makes the activity achieve a dangerous and suspenseful effect, which makes children want to stop and have a high interest in reading. At the end of the activity, I encouraged my children to read it again with suspense, because the classic picture book is worth reading again. At the same time, according to the characteristics of this picture book and the reading ability of children at this stage, I adopted the methods of creative expression and comparative observation. On the basis of children's observation of pictures, I have increased my ability to interpret characters and compositions in picture books, and then gradually guided children into picture books and fell in love with reading.