Activity objectives:
1, willing to participate in reading activities, trying to find the relationship between the whole and the part of things.
2. Be able to guess and imagine boldly and express your ideas in clear language.
Activity preparation:
Look at CDs and teaching books, and some words in the books are covered with white paper strips;
PPT courseware, magnifying glass;
The children are holding a small book in their hands.
Activity flow:
First, guide children to observe the cover and stimulate interest.
Guide the children to observe the cover and ask, "What do you see? Then tell me what this book will write? " Finally, open the white note covering the title of the book. The child knows that the title is "Take a look and guess".
Second, flip through the teaching books, teachers and children read P 1-6 pages.
1, look at the "fingerprint" screen on the first page.
(1) The child boldly imagines and guesses: What is this?
(2) Let the children look for it in themselves.
(3) Look at the picture on the second page to verify the child's guess. Teacher: It turned out to be fingerprints on our fingers.
(4) Let the child observe the finger and ask: Did you find it on your finger? Is there such a vortex fingerprint on each finger? How many fingerprints did you find?
2. Look at the "tongue" picture on page 3.
(1) Let the children guess: What is this? Encourage young children to speak their minds boldly and state their reasons.
(2) Look at the picture on the fourth page to verify the children's guess. Let the children look at each other's tongues to see if there are such small bubbles in the picture. Summary: These small bubbles on the tongue are called "taste buds", which can help us distinguish different tastes when eating.
Please look at the picture "Dragonfly's Eyes" on page 5.
(1) Guess what this is?
(2) Look at the picture on page 6 and guess and verify. Teacher: It turned out to be the eyes of a dragonfly. We usually call its eyes "compound eyes".
Third, children read independently.
1, PPT courseware shows pictures one by one: butterfly wings, fish scales, feathers, enlarged cloth patterns, rock sugar, pollen, etc. And asked: Guess what this is?
2. Remind children that the answer is hidden in the notebook. Please look for it. What page is the answer? What is this?
3. The children found that the answer to the homework record is on which page. Tell me what it is. Combined with literacy, show the word cards: scales, scales, feathers, cloth patterns, pollen, etc.
Listen to the CD and enjoy the picture book completely.
1. Introduce the name and author of the picture book.
2. Children read small books while listening to CDs, and pay attention to reminding children how to turn over books and read books.
Question: What baby can say such a small thing so clearly?
Fifth, experience extension.
Show the magnifying glass and lead the children to discover more mysterious and tiny treasures with the magnifying glass.
Teaching reflection:
The whole teaching activity is carried out according to four links: reading the cover-reading by teachers and children-reading independently-appreciating completely. In teaching, children always maintain a strong interest in learning, and can boldly guess and express their ideas, so as to achieve the preset goals.
I think this activity is quite successful in the following aspects:
First, in terms of content selection, the picture book "Take a look and guess" belongs to knowledge readers. One of the biggest characteristics of this kind of readers is "realism". As a person who has been living in the real world, it seems that he has become accustomed to associating the word "truth" with prosaic.
But in this book, the real thing is presented through another pair of eyes, full of surprises and mystery, which greatly attracts children's visual senses, thus stimulating their desire to participate in exploring this strange new world.
The second is teaching preparation, mainly two preparations: teacher preparation and child preparation. Reading teaching needs teachers' inner feelings, profound understanding and implication, and solid basic skills, so I devoted myself to studying textbooks, carefully designed them, revised the scheme many times, made PPT courseware, and solved the important and difficult problems in teaching. In terms of children's preparation, the children in our class have been teaching picture books for two years. They have good reading habits and experience, and their foundation has laid a solid foundation for the success of the activity, which is the icing on the cake.
Third, it is the highlight of the event. Reading the cover at the beginning and reading it with teachers and children are one of the highlights of this activity. When children don't know what to read, leaving the cover blank is undoubtedly the best opportunity for children to guess and talk. At the beginning of the activity, the children's imagination and expressive power were greatly stimulated, giving them ample opportunities to guess, expect, question and reflect. This educational strategy also creates opportunities for children. In the next reading session between teachers and students, I asked questions step by step in the activity, constantly giving children doubts, encouraging and guiding them to observe carefully, constantly colliding with sparks of thinking, allowing children to guess and imagine boldly in the whole activity and express their ideas in clearer language. So as to better interact with children.
Fourth, in teaching, I pay more attention to cultivating children's habits and abilities of learning and reading. Science picture books are actually easier for children to learn to read independently. So after I showed eight pictures through PPT in teaching activities, I asked the children to go to the notebook to find the answer. Which page is it? What is this? And record the answers in the table. Such autonomous learning can help children establish reading methods and improve their habits and abilities of learning and reading.
Of course, there is still room for improvement in activities. For example, the teacher's feedback language should be richer, so that children can feel the teacher's concern for their every idea. In addition, the end of educational activities is not the result. A lesson is not enough to dig more depth in the text, but also to be closer to life. Next, I will take my children to see our real life with a magnifying glass, and have more opportunities to have a look and guess. I will play more imaginary games with my children and let them look at every detail of life with a pair of dreamy eyes after closing the book. Perhaps when children learn to see the world with such unusual eyes, it is estimated that even the most difficult medical manuals and instructions can bring them the most unusual pleasure like beautiful picture books.