Regional activity plan for middle-class books 1
Teaching objectives:
1, can carefully observe the picture, clearly describe the game scene of Song Li and small animals, and understand the first half of the story.
2. Be able to use onomatopoeic words such as "giggle" and "Cleisthenes" correctly, and learn the sentence pattern of "_ _, I want to play with you".
3. Willing to read independently and share the reading results boldly.
Teaching process:
First, the introduction of dialogue to stimulate interest
1, the teacher hissed and asked the children to imitate: and discuss the meaning of "hissing" (be quiet, don't make any noise)
2. Teacher: Today, the teacher brought a nice book, the title of which is Shh.
Second, by watching PPT, you can read important pages and understand the reasons for the incident.
1, the teacher shows the PPT title page to guide the children to observe: Who is on the screen? What is she doing?
2. Teacher's summary
3. Teacher PPT Page 3: Where is Song Li? Does anyone play with her?
4. Teacher's summary: Today, Song Li's mother is sick and lying in her room to rest. Dad is very busy, so Song Li can only play in the room alone.
Third, guide children to read freely and find interesting things happening in the room.
Teacher: But today, when Song Li was playing alone in the room, something interesting happened. What is that? The answer lies in this beautiful book. Please look at the paper clips all the way from page 3 and share your findings with you later.
2, children are free to read books, and teachers tour to observe and guide.
3. Communicate after reading, focusing on guiding children to learn the language and movements of the role and understand the content.
-Who will tell me what you found (the teacher will use PPT to show the corresponding page and guide the children to tell the picture content with their findings)
Who's coming? Guess what it will say.
4. Teacher: Does Song Li play with them? Let's have a look.
Fourth, collective reading P 17- 19
1, teacher PPT 17: What do you see? Look at this one again (the teacher plays PPT 19). Are they happy? Where did you see it?
2. Teacher's summary
Verb (abbreviation for verb) ends the expansion.
Teacher: But, listen, what's that sound (playing recording: Kim! ) What does this sound like? (Terrified and angry) Whose voice is this? (It's Dad) Why is Dad so noisy? What will happen next? Maybe next time.
Regional activity plan for middle-class books II
Activity purpose:
Home and school work together to carry out the parent-child reading activity of "I read, I am happy", create a strong reading atmosphere, stimulate students' reading interest, cultivate children's reading habits, and promote children's all-round and healthy growth.
Campaign slogan:
1, make a determined effort to read books all over the world.
2. Make learning a habit and reading a pleasure.
3. I read, I am happy, I read, I am beautiful.
Activity preparation:
First, the campus
1. Posters, famous sayings, etc. They are posted in the corridors and publicity windows of the campus to create a rich reading atmosphere and let all students understand the benefits of reading.
2. The school books are guaranteed to be open all day, and each class has a book corner. There must be a certain number of books in the book corner to provide convenience for students to borrow books.
3. Open up a "book garden" in the study garden of each class, introduce the stories of celebrities' reading, promote excellent bibliographies, exchange the reading experience of students and parents, and let children read and be influenced by good books in a subtle way.
B, family
1. Every family should create a good reading environment for their children, and achieve four ones: a small position that is not disturbed by outsiders, a small desk, a small bookshelf and a desk lamp.
Parents take their children to buy some necessary books.
Activity flow:
The first stage: publicity and mobilization
1. Publicity to parents: Parents' school will carry out "I read, I am happy" parent-child reading activity, and briefly explain the purpose of this activity. (Each class issues a proposal for "parent-child reading activities" to parents)
2. Parents' schools hold home-school networking activities to explain the great significance of "I study, I am happy" parent-child reading and call for parent-child reading. And advocate teachers, parents and children to read a good book together, forming a reading craze in schools and families.
The second stage: method discussion.
1. Recommend to parents books that children must read or want to buy, at least two books per semester. For example, extended reading combined with Chinese texts can guide parents and children to read innovative stories together after learning "thinking about things that others didn't expect" in the third grade, and remind parents to urge their children to carry out reading activities to ensure the reading effect.
2. Each class designs a feedback form for family extracurricular reading, which requires parents to fill it out once a week or every other week to truly reflect their children's reading at home.
3. According to the feedback form, select the monthly reading star, and inform parents, so that parents can pay full attention to it, and publicize the role models around them to promote children's reading interest.
4. At the parents' meeting, let parents and students discuss the methods of parent-child reading, look for examples of "parent-child reading" among parents, and suggest that these parents exchange reading experiences, so that more parents can master the methods and experiences of guiding their children to read.
The third stage: the result report.
1, develop mini bookmarks, parent-child reading record cards and other production competitions.
2, to carry out the "children and I * * * reading" parents essay contest.
3, to carry out the "small learning evaluation" activities, count how many books I have, compare who has read more books, evaluate the most, and inform parents.
4. Evaluate a group of scholarly families.
Regional activity plan for middle school books 3
moving target
1, home cooperation, create a good reading environment for children, and create a strong reading atmosphere.
2. Stimulate children's interest in reading, develop good reading habits, learn correct reading methods, and cultivate good moral sentiment and aesthetic taste.
Specific strategy
1. Understand the development of children's home reading.
2. Introduce parent-child reading activities through the class network.
3. Actively organize parents and children to read at home for at least one hour every day, and make a special edition display in the parent-child connection park of the class.
Organize a parent-child reading activity in the park once a month, and our teacher will provide picture books, which will be held from 4 pm to 4: 30 pm.
5. Hold a parent experience exchange meeting.
Fourth, the specific activity arrangement
March: The teacher introduces the main methods of reading picture books, and parents exchange reading experiences with their children.
April: Kindergartens provide enough picture books, parents and children choose picture books to read, and teachers communicate with them at any time.
May: After reading the picture book, parents and children perform the picture book.
June: Introduction of excellent experience in parent-child reading. The picture books I read with my children this semester are How Good Trees Are and Does Dentist Have Tooth Cavity? Grandma and kitten, Vivian are looking for happiness. Grandpa must have a way. Grandpa plays the piano, piggy rose, bunny's red eyes, bear reporter, kitten prince, shadow and me, angry soup, duckling goes home and a healthy elf village.
Specific activity record
Record of the first activity
Teacher: As we all know, language development plays an inestimable role in children's growth, and reading plays a very important role in language development. So this semester, we started a series of parent-child reading activities, hoping to give full play to our role in parent-child reading activities through these activities.
Second, first of all, please ask parents to exchange their own methods and experiences in parent-child reading.
Third, the teacher briefly introduces some reading activities in kindergarten.
(A) the use of "guessing" and "blocking" makes the reading process full of suspense. Reading is the main part of language activities. How to make children like reading activities and develop their language ability and thinking ability? I often use "guessing" and "blocking" to give children the opportunity to express different ideas, improve their language ability and enrich their thinking. For example, in the poem "It's raining", I covered the elephant to let the children enjoy the first part. How do animals shelter from the rain after fishing? Then guide the children to get wet through the sun in the picture. Why is there a sun? At this time, the child is very focused and boldly guesses. The children laughed when I showed the elephant. It turned out that the naughty elephant was taking a bath.
(2) Provide a suitable environment for children to boldly create performances. In fact, the ultimate goal of reading comprehension is to make good use of language knowledge to communicate, so it is necessary to provide children with an environment for bold creation and performance. Live performances are very popular with children and are the most intuitive. It can make children understand and show stories well.
In a word, children can have endless fun in the skillful reading activities carefully organized by teachers. Understand the story through reading, appreciating and role-playing, so as to really improve children's reading ability.
Record of the second activity
The teacher introduced the suggestions and methods of parent-child reading.
1, creating a warm reading environment for children.
A child should have his own reading world, which can be a reading room or a reading corner. "Exclusive" is very important for children, which will make them have a sense of belonging to this small world. Therefore, children can participate in the design. For example, a family photo is placed on a small desk, and a few small toys are placed on a small bookshelf, so that the unique warmth of the family can spill out quietly, and children will be more willing to nest in their own land in Xiaotian to study. Secondly, whether children read alone or with their parents, they should keep a relatively quiet environment, such as turning off the TV and audio equipment, so as not to affect their reading, and parents should also speak softly.
2. Be aware of the importance of parent-child reading.
Parent-child reading is a kind of reading method, which not only contributes to the development of children's language expression ability and cognitive ability, but also creates opportunities for parents to communicate with their children, so that children's hearts can get more care and feelings can be closer. Therefore, no matter how busy you are every day, you should take some time to study with your children, but you should have a fixed time to study with your children.
3. Cultivate children's certain reading rules.
In reading activities, we should cultivate children's good reading habits and laws. Parents' own good reading habits have a subtle influence on their children. For example, parents often read books and newspapers, and children will become fond of reading. Secondly, we should cultivate their reading experience, understand the corresponding relationship between words and pictures, take good care of books and put them back after reading.
4. Stimulate children's interest and explore various reading methods.
Picture book reading is not a purely written language learning activity, but a method and skill to obtain information through reading. Parents can use a variety of reading forms to create communication situations for their children and help them operate and use multiple languages.
Ask questions-guess that before reading, you can ask a few questions with the psychology of seeking answers to arouse children's interest in the story and cultivate their imagination. For example, in the story "Moving House", we can let the children guess first: "Why does the house move? How did the house move? " After the children guessed, we were noncommittal and asked them to find the answer from the book slowly. Some stories can set suspense, and suddenly come to an abrupt end when it comes to the key-what will happen next? Guess what! At this time, children are often eager to continue.
Communicative-talking about children's emotions is easily infected by others, so if parents and children often exchange books they read, it will be several times more effective than unilateral reading! Usually discussing the plot of the book with children and sharing their experiences with them in an equal tone will undoubtedly greatly deepen his understanding of the reading materials, further inspire his thinking, accumulate language and stimulate interest.
Activation-To perform a familiar and thorough story, we ask parents to guide their children to further understand the content and apply the language in the story. They can play different roles in the family. At first, parents can try to imitate the dialogue in the story with vivid language, and then guide their children to participate in the performance, and they must tell their children that every book is a good story and can be performed by the whole family. Activating books with performances has a great influence on children's understanding, expressive force and physical exercise ability.
Record of the third activity
Provide picture books for parents and children to read together.
Parents can choose picture books to read with their children, and teachers can communicate with them at any time.
Record of the fourth activity
1. Parents are invited to exchange excellent experiences of parent-child reading with their children this semester.
2. It is still confusing to communicate with each other.
Regional activity plan for middle school textbooks 4
Activity objectives:
1. Feel the wonderful and interesting contents of science picture books, actively look for answers in the books with questions, and sprout the desire to explore scientific secrets;
2. You can read picture books repeatedly through rough reading, intensive reading and rereading. , and gain reading experience such as comparison between front and back pages, careful reading of key pictures, and complete and coherent reading;
3. Be able to understand the magical and interesting plot of science fiction in the process of game experiential reading.
Activity preparation:
Each person has a picture book "What's Under the Sand"; Make PPT earth section structure map according to the picture book content; The competition brings its own coat.
Activity flow:
First, pay attention to children's existing experience and stimulate their interest in reading scientific picture books.
1. Teacher: Do children like playing with sand? How do they play?
Encourage children to simply tell their experiences of playing with sand in complete sentences.
2.PPT collective reading p 1 ~ 3.
3. Encourage children to talk about "What's under the sand"
Second, pay attention to * * * questions and guide children to actively find answers in books.
1. Rough reading: With the topic "What's under the sand", encourage children to turn pages and read independently.
2. Intensive reading: combined with PPT, help children observe key pages and guide children to discover secrets inside the earth.
(1) Focus on P6 ~ 8, and understand the scientific knowledge that there is mud under the sand and rocks under the mud by combining with the picture observation.
Teacher: What's under the sand? The children found the answer in the book just now. What did you find first, then what did you find, and finally what did you find?
(2) Comparing P6 ~ 8 and P 13 ~ 15, we know that one end of the earth and the other end have the same structure.
Combined with the general situation of the earth, help children understand the content of picture books and guide them to feel the joy of discovery.
(3) Read P9 ~ 13 collectively, explore the internal structure of the earth, and gain scientific knowledge of the crust, mantle and core.
Inspire children's desire to explore the mysterious earth by combining the profile of the earth.
Third, pay attention to children's reading characteristics and encourage repeated reading of stories.
1. Rereading: Read the story completely with the teacher.
Paying attention to the tone of the story can attract children's attention to the story and concentrate on reading the dialogue of the characters.
2. Use PPT to imitate the role dialogue in the picture.
PPT presents pictures that children are interested in, and children actively act out the dialogue by looking at the pictures.
Fourth, attach importance to children's game experience learning and help children feel the magic and fun of science fiction stories.
1. Experience the wonderful part of the story through the game.
Teacher: put on your heat insulation suit and follow the teacher into the mantle!
Children dress up with their own coats, guide children and teachers to play roles together, and experience the story of P9 ~ 13 in the game. PPT presents P9 ~ 13 pages synchronously, creating an immersive scene.
2. Use multiple channels to participate in reading, feel and understand the plot of science fiction stories, and encourage children to use multiple channels and multiple senses in the game, while listening to explanations and looking at pictures, with the plot performance.
Activity expansion:
Encourage children to read with small tasks through online search, book access, video appreciation and other channels.
Teacher: There is a beach under the sand. Have you thought of this answer in the story? What secrets may be hidden on the mysterious earth? Please invite your parents to find it together!
Regional activity plan for middle school textbooks 5
Activity objectives:
1. Like stories, can read independently and quietly, and can basically understand the contents of books;
2. Learn sentence patterns, I am happy (animal name) and live in a happy grove;
3. Understand the friendship between animals and try to learn to help others.
Activity preparation:
Librarian a book, PPT courseware.
Activity flow:
First, cover reading, arouse interest in story reading
Read the cover of the book collectively, and let the children guess who and where the story happened, and lead out the title of the book "Happy Woods" and the author's name, so that the children can guess the content of the story and what happened in the Woods.
Second, independent reading.
Let the children read by themselves.
Teacher's question: 1 Read quietly, turn pages carefully, and discuss with teachers or children in a low voice if necessary. 2. What animals live in the happy grove, and what happy things have happened?
Third, collective reading.
1. According to the questions asked before reading independently, the teacher asked the children to tell what happened in the happy grove.
Ask children to speak actively and fully protect their right to speak. If necessary, please let the children discuss it first.
2. Read collectively from the first page, intensively read the first paragraph, and learn sentence patterns. I am happy, living in a happy grove, expressed with action assistance.
3. The teacher leads the question. Who else lives in Happy Grove?
Read the beetles, caterpillars and dandelions in turn, and repeat the sentence patterns in groups or single children.
4. The teacher asked, "It's nice to have so many happy animals living in the happy forest. I also want to go to the Woods to see these happy animals. Come, let's continue to see them. "
If there are children who object, please ask them to say that if there are no children who object, PPT will turn to the page of the old grizzly bear.
Give children enough time to observe the picture and let them tell the difference between the expressions of grizzly bears and other animals.
Continue to guide: "Oh, there is an old grizzly bear living in a happy grove, but do you think he is happy?"
The teacher read the text, "It turned out that the old grizzly bear was sick and heard singing outside. He also shouted gruffly, "What's that noise? Stop singing. "
The teacher used exaggerated language and expressions, "God, what can I do now?" Guide children to recall the content of independent reading and take the initiative to think about solutions.
After listening to the children's memories and thoughts carefully and patiently, the teacher will look at how they solved them.
5. Turn the PPT to the page where the old grizzly bear went out to find something to eat, observe the pictures collectively and guide the children to look at the pictures. What did the animals do and what did they send to the old grizzly bear? Let the children guess what would happen if the old grizzly bear ate what everyone gave him.
Q: Why does the old grizzly bear become better and happier and guide children to understand the happiness of helping and being helped?
The old grizzly bear is very happy. Guess what it will sing.
Guide the children to say, "I am a happy old grizzly bear and live in a happy grove."
Fourth, activity extension.
Guess what animals still live in the happy forest and what songs they can sing.
Parents and children are invited to continue to make up stories together and draw pictures they want to share with you.
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