Activity objectives:
1, use the existing experience to read the picture book "Little Mouse Divides Fruit" independently, and know how to share and help others.
2. Be able to boldly express your understanding of the story content in front of the group and feel the happiness of sharing and helping others.
3. Be able to analyze stories and cultivate imagination.
4. Develop the ability of coherent expression through audio-visual, audio-visual and oral interaction.
Activity preparation:
Presentation document
Activity flow:
First, talk, lead to the theme, stimulate children's interest in reading
1 (showing apples) Look, what is this? (Apple) Do you want to eat? But with so many children and only one apple, what should I do? (share)
The child is really sensible and knows to share with you. A little mouse also found a big red apple. What will the mouse do? The story is hidden in this book. Please come and have a look and talk. What will the mouse do when it finds the apple? What happened? Who will help it?
Second, children read independently and understand stories.
1, the child reads for the first time, and initially perceives the story content.
Question: What did the mouse do when it found the apple? What happened? Who will help it?
The teacher encouraged the children to speak boldly. In this process, when the child encounters difficulties in expression, the teacher prompts: When the apple falls into the pond (the thorn hits the trunk), who will help it?
The teacher concluded: Oh, the little mouse found the apple and wanted to push it home. On the way, the apple accidentally fell into a pond, a thorn bush and touched a big trunk. Later, frogs, turtles and moles came to help it.
Transition: So, how can small animals help it? What would they say? Ok, let's take another look and talk about it.
2. Children read the story for the second time and understand it.
Problem: When the mouse found the apple and pushed it home, it met with difficulties. How do small animals help it? Who will tell you this story? The teacher encourages the children to speak boldly and observe the pictures page by page according to their stories. )
Transition: The children speak very well! Let's tell this story together!
3. Decompose observation pictures and know how to share and help others.
1, falling into the pond
(1) What was the little mouse thinking when he found the apple on the grass? (Going home alone)
(2) The apple falls into the pond. Who will help? (Individual children act out what they say about frogs)
(3) How did the frog help it? Let's help the little mouse with the apples. (Play together, kick back)
(4) What do you think this little frog is? Will you help a child when he is in trouble in life? Q: Who did you help? What difficulties did you meet to help him?
(5) The little frog sees this big red fruit. Do you want to eat it? Where did you see that the little frog wanted to eat fruit? Did the mouse give it food?
Step 2 get caught up in thorns
(1) Walking, what happened again?
(2) Who will help at this time? What will it say? What will the mouse say? (Children's acting theory: Little Turtle's words: Are you in trouble? Let me help you! )
(3) What is the little turtle's expression when he sees this big, red apple? Did the mouse give it food?
(4) Have you ever been helped by others in your life? When has anyone ever helped you? How do you feel in your heart?
Transition: Although the mouse didn't give it food, it was a bit embarrassing. After all, the tortoise helped it. Just as it hesitated, suddenly-
Step 3 meet the trunk
(1) What's the matter?
At this time, who appeared? How will the mole help the mouse? how do you know (Learn to read maps)
(3) The apple finally returned to the mouse. What will the mouse say? What will the little mole say? Did the mouse give the mole an apple?
Step 4 discuss
(1) What kind of mouse do you think this is?
(2) Are you still willing to help such a stingy mouse? Why? (Willing: praise generous children, unwilling: educate children to help others)
Summary: Although the little mouse didn't give the apple to the little mole, he was very embarrassed to think that his good friend had helped him. When he got home, he found it really boring to eat alone. He remembered his friends who had helped him. At this time, Apple-(Look at the picture and say it together)
(3) What will the mouse say when the apple rolls in front of a good friend? Did they share it together?
5. Summary
When good friends are in trouble, they should help each other and share good things with each other, so as to get more happiness, right?
End: The little mouse shares the apple. I'm so happy. Teacher, there is a big apple here. Let's share, shall we? (sharing apples)
Teaching reflection:
The picture book "Little Mouse Divides Fruit" is permeated with a concept of sharing and mutual assistance, so when organizing teaching, I use scenes to stimulate children's reading interest according to their age characteristics. First, I showed the big apple and said, "A big apple, so many people want to eat it. What should I do? " It is necessary to introduce and let children think from their own perspective, so as to attract children's interest in activities. For the children in large classes, they have a preliminary sense of sharing, and they will say, "Share together." At this time, I led to "What will the little mouse do when it finds the big apple?" Set suspense to stimulate children's interest in reading picture books. In children's reading, according to the requirements of "Reading Goals for Large Class Children" put forward in the Guide: "Encourage children to read independently and discuss their findings, experiences and ideas with others." Therefore, I adopted the teaching mode of independent reading. Independent reading is different from casual reading, so when I first instructed my children to read, I designed a question: What would the mouse do if it found an apple? What happened? Who will help it? Let the children read purposefully under the guidance of questions and initially perceive the content of the story. When I read independently for the second time, I made a deeper request: "How did frogs, turtles and moles help it?" What would they say? "At this time, children are required to observe the dynamics of the characters in the picture while reading and imagine their dialogue, so as to further understand the content of the story. Finally, I guide children to decompose and observe pictures, understand reading methods under the guidance of teachers' questions, and further improve children's reading ability. After each independent reading, I fully encourage my children to speak out their reading contents boldly, which fully reflects the interaction between children, children and teachers, and children and picture books. In the whole reading process, I create a free and relaxed language communication environment for children, support and attract children to talk with teachers and peers by encouraging and praising them, experience the fun of language communication and stimulate children's reading interest. Finally, experience the joy of sharing in the process of sharing apples.
Disadvantages:
When designing problems, we didn't think enough and didn't design problems that children were interested in. Therefore, children are not interested in telling stories in activities. In order to guide children to tell stories, teachers disperse the questions and make them appear loose. Therefore, it is necessary to design questions that can trigger topics of interest to children.
In the activity, the children's effective response was not grasped in time, and the children's discussion was triggered in time. For example, when the teacher asks, "Are you still willing to help such a stingy little mouse?" A child replied, "I won't help such a stingy mouse next time." At this time, all the children can be guided to discuss with their own life experience: should they help, and let the children know that helping others can't care about gains and losses.
When analyzing picture books, I didn't grasp them well enough. This picture book has many pages, which may be difficult for children in large classes to finish last semester. Therefore, when reading, we should combine the pictures, pay attention to observing the expressions of the characters, and guide the children to guess the psychological changes of the characters, so as to know how to share and help each other, instead of guessing the dialogue.
Therefore, when teaching picture books in the future, we should carefully analyze the educational value contained in picture books, design interesting teaching activities according to children's age characteristics, stimulate children's interest in activities, and let children develop in a happy mood.