Small class picture book Xiaolan and Xiao Huang's lecture manuscript 1 2. Read the picture book courseware "My Dad"

(1) Show ppt, and dad drinks tea.

1. This is the father of the little English boy Peter. What does he look like? What are you doing?

2. Yes, Peter said, This is my father. He's really great!

3. Where is Peter's father's cane? What does he like to do?

(2) read books to understand dad's hobbies (detailed and appropriate)

1. Dad is really great. What does he like to do?

2. Literature and Art: My father is a great dancer and a great singer.

The children danced their father's dance.

3. Athlete: He plays football first-class; He easily ran the first place in the sports meeting.

The children pretended to play football.

(3) Continue reading and feel dad's brave personality.

1, go to the picture that Dad is not afraid of wolves.

Who's in the picture?

What's Dad doing? (Observe expressions, actions and what you might say)

What is the wolf doing? Dad pointed at the wolf, and the wolf had to walk away with his trouser pocket.

T: My father is not afraid of anything, even wolves.

Yes, dad is great and brave. He is not afraid of anything. What else can dad do?

2. Turn to the picture of walking the rope at high altitude, and let the children observe the picture carefully and look at the picture and talk.

3. Turn to the picture of dad wrestling with Hercules. The child does the action. Look at the picture and speak.

T: Dad is really great and brave. Dad still has many skills!

(4) Continue reading and use the figurative sentence pattern "My father is like …".

1. Show pictures of dad swimming.

What's my father like? What are the skills of fish? (can swim)

T: My father swims as fast as a fish.

2. The teacher turned the book over and asked the children to read silently.

3. Let the children freely choose the pictures they are interested in, and use the sentence pattern of "My father looks like ……".

My father is as strong as an orangutan, as happy as a hippo and as tall as a house.

4.t: What's your father like, babies? What skills does he have?

Let the children discuss freely, and let the children go to the stage to tell their father.

Third, fully appreciate the story and feel the emotion of "Dad loves me and I love Dad".

1, yes, Peter's father is great. He has many hobbies, is brave and has many skills. The name of this story is my father. Let's listen to the beautiful picture book My Dad.

2. Do you like such a good father? Let's hug, too!

3. What do you want to say to dad when you hug?

We said to dad, "Dad, I love you!" " Let's go home and praise our good father!

The goal of Xiao Lan and Huang Xiao's lecture draft 2;

1. Understand the story and what Momo did when she was angry.

2. Express your thoughts boldly and feel the mood changes at different stages of Momo.

Prepare:

1, ppT picture

2. Picture book

Focus: Observe the picture carefully, understand what Momo did when she was angry, and express her thoughts boldly.

Difficulties: Experience Momo's mood changes through the storyline.

Process:

First, talk and discuss to guide readers to read the content.

1, showing the cover of the picture book

Teacher: Today, the teacher brought a picture book. Let's see who is in the photo.

2. Observe DOG's expression and guess why he is angry.

Teacher: What does it look like?

Hey, Momo, what's up?

What's your expression when you're angry?

Why is DOG angry? Let's have a look.

Second, understand the story according to the ppT picture.

(1) Introduce a story to understand the reasons for strangeness.

PpT 1: Who else is in the picture besides Momo? Wearing a small flower on her head is Momo's good friend Molly.

PpT2: What is Momo doing? What did it do? Let's learn, Momo. Jump hard. Did Momo eat this apple? No matter how high Momo jumps, Momo can't reach the apple.

PpT3: So Momo waited under the tree. He thought maybe the apple would fall by itself. Wait, wait,

Momo just ...

PPT 4: What did Momo find when she woke up?

Momo watched Lily eat the apple she wanted most. What would Momo do?

(2) Get to know what Momo did when he was angry.

PPT 5-8: Momo changed when she was angry. Look, it's grown up? (Angry teeth)

What else does it grow? Angry horns, hooves, tails.

He shouted at Molly with his mouth open. What? Who will guess? (Children speak freely and then collectively)

PpT 10: What is its angry hoof doing? (children's collective imitation)

How did the duckling get out of the pond?

What is the horn still angry with it doing? (Individual and collective children imitate)

(3) finally understand what happened after being angry.

PpT 1 1: DOG is getting more and more angry. What is it doing?

Guess what will happen next?

PpT 12— 13: Suddenly I heard a click. What happened to the ground? , DOG?

PpT 14: Guess what Momo is feeling at this time. What is he doing?

Can you save Momo?

PpT 15: He closed his eyes and recalled the good times with Molly on the grass, and gradually became less angry.

PpT 16: Who will save in the end? who is it? Let's have a look. What else did Molly bring?

Look at the difference between DOG now and DOG who was angry just now. (Expression, angry teeth, horns, tail and claws are all gone)

PpT 17: What is Momo doing? What else will happen? Maybe next time.

Third, show picture books.

Teacher: This is the picture book Little Sheep is Angry that we just enjoyed together. I will put it in the library area, and children can go and have a look!

Small class picture book "Little Blue and Xiao Huang" indicates that the story of this picture book conforms to the age characteristics of small class children, and it is a body organ that children with small feet are very interested in. The general content of the story is that Little Feet fidgeted at night and had a very interesting trip. They had a good time. As soon as they got down, their little feet fell asleep. This story makes children feel their little feet well, and at the same time, it also makes children know the importance of little feet and know that they should be well protected in the future.

Activity objectives:

1. Initially perceive the role of little feet and learn to protect your little feet.

2. Actively interact with teachers and peers to experience the fun of reading.

3. Willing to talk about the contents of the book screen with the help of the teacher.

Activity preparation:

Ppt picture book "Little Foot"; The activity process of holding a picture book and story book;

First, arouse children's interest in feet through the story cover 1. Show the cover of the story to stimulate children's interest in the story.

Teacher: What is this pair? Young: a child's little feet. Very cute.

2, by playing games with little feet to cause the following story.

Teacher: Little friend, besides the ten fingers in our hands, what else is made up of good friends?

Teenager: Little feet, he is also made up of ten toes.

Guidance strategy: In this link, the teacher uses the cover of the story to arouse children's interest in the following content, which plays a very good guiding role.

Second, the teacher looks at the picture book and lets the children feel the interesting relationship between the picture book and the "toe".

1, show the first page of ppt.

The teacher tells the first page of the story, and then lets the children imagine freely, "If you don't want to sleep, where will your toes go?" What would you do? "

Guidance strategy: This session aims to let children use their imagination and brains to pave the way for the next trip of Little Feet.

2. The teacher led the children to observe the remaining ppt, focusing on "What happened to the toes?" Imagine, tell and play.

1) Teacher: What did the little feet in the story become? Teenager: More than ten steps, ten islands, a stone arch bridge, ten palaces, ten kinds of food, ten kinds of brushes, ten cabinets, ten televisions ... 2) Teacher: Feet are really amazing and can be turned into many, many interesting things. Do you want to change with them? Let's start by leading the children to reopen the story of this little foot trip, watching and playing.

Guidance strategy: this link uses games to read stories, so that children can better remember what little feet have become. This way is more interesting and easier for children to accept.

3. The teacher leads the children to appreciate the story completely, and the children have books to draw. Guidance strategy: The children are scattered when listening to the story for the first time. Because of the age characteristics of small class children, children have not been able to relate the whole story well, so it is necessary to tell them a complete story so that they can understand it well.

After the activity, each of our children has his own feet, so we should take good care of them. It's our good friend. Now let's play games with your good friends on the playground outside!

First, the wonderful picture book Little Feet was originally designed for middle school students. Because it is a small class, the children have a "beautiful" pause when the picture is adjusted in the first step. Yes, my little feet have become steps, and I'm not familiar with them yet. Guess, hiding behind the steps. I just think that children's thinking is the most active in this part of silence. Because they are constantly wondering, denying and answering. What is this? Why is the little foot missing? Oh, it's stairs (this term is more familiar to children than stairs). But what about feet? The stairs go up slowly? Just feet? When some children can't help but tell the answer excitedly, some children suddenly realize that some children are ignorant, and some children guess that they are affirmed and excited. The second change is that the child has the first experience and moves quickly. And found the nuances of the picture. Penguin eggs and penguins have different shapes. On this basis, the teacher read the picture book aloud. The Pacific is an expansion of children's knowledge and vocabulary.

Second, the emotional treatment of smelly feet becomes fragrant. I am very satisfied with the clever handling of smelly feet and fragrant feet. The word smelly feet is used repeatedly in life and comics. Children are familiar with this. As soon as the word "little feet" appeared, naturally children said "smelly feet", accompanied by laughter. This is the child's correct understanding of the word "goodwill". But if this situation continues, children will be too emotional in ridicule. I said: my little feet are hard. I walk around every day and sweat a lot. It stinks. Wash your little feet at night. "It's sweet feet!" A child responded immediately.

Small class picture book Xiaolan and Xiao Huang's lecture manuscript 4 I. Activity objectives:

1, learn about the interesting experience of small fish escaping, and know that it is a happy thing to have friends.

2. Be able to observe carefully, look for "small fish" and tell where it is hidden.

Second, the activity preparation

Ppt courseware, plug-in teaching AIDS (small fish and fish tank)

Third, the activity process

(a) Introduction-Understanding Small Fish

Teacher: Teacher Lin brought a small animal today. Let's see who it is, shall we?

Step 2 show "small fish"

Teacher: Did you see that little fish? Where is it now? Take a closer look. What does a small fish look like? (color, head, eyes)

Summary: This is a small fish with a round head, black eyes and a red body. I tell you, this little fish also has a magical ability. It can not only live in the water, but also jump out of the water and swim to its favorite friends. Who wants to be its good friend?

Step 3 make friends

Teacher: You all want to be friends with it, so Xiaoyu decided to run away. It squeaked out of the fish tank. Xiaoyu escaped. Where is Xiaoyu hiding? Open your eyes and look carefully, squeak, squeak ... Where is Xiaoyu hiding?

Teacher: Xiaoyu has made good friends with you. He feels that having friends is really a happy thing, much happier than staying alone in a fish tank. So he didn't want to go back to the fish tank. He wants to play hide-and-seek with you, okay?

The fish said it would come and hide today. Will you come and find it? After a while, the little fish will come to hide first, so cover your eyes and Mr. Lin will read children's songs. After reading nursery rhymes, the little fish will hide, and then you can open your eyes and see where the little fish is hiding, ok?

Ok, get ready, the game begins, close your eyes, creak, creak, the little fish has escaped, creak, creak, the little fish is here now, creak, creak, the little fish has slipped away, look carefully with your eyes open, where is the little fish hiding?

(2) Learn to observe and distinguish.

1, the first picture:

Teacher: Where did the fish hide? Where do you see that it belongs to a small fish?

Summary: so many sweets look like small fish, but you still find them. The children are great! I asked a child to touch the tail of a small fish.

2. The second picture:

Teacher: Where did the fish hide? Where do you see that it belongs to a small fish? What's the difference with flowers?

Summary: The children are really good. You found the small fish well hidden. It is unwilling and wants to play with you.

3. The third picture:

Teacher: Where did the fish hide this time? Which plate of fruit are you hiding in? How does it dress itself? Why is it dressed like this? Let the children make small fish and dress up as strawberries, ok?

Summary: Fish is so smart. It was dressed as a strawberry, exactly like a real strawberry, but it was still found by our children, so he said that he would find a more hidden place to hide.

4. The fourth picture:

Teacher: The little fish is hiding. Let's open our eyes and take a closer look! Where is the little fish? Let's see. Ok, let's see who can point out this little fish.

How do you know this is what we are looking for among so many small fish?

Summary: well, the fish said, "I won't play today's game!" " "He's going back to the pond to find his friends. Let's go find our friends, too!

Small class picture book Xiaolan and Huang Xiao's lecture draft 5 Activity objective:

Look at the contents of the picture book, understand the interesting experience of the little goldfish fleeing, and know that it is a happy thing to have friends.

By observing the picture, we can find and accurately express the escape scene of the little goldfish and its reasons.

Activity preparation:

1, material preparation: ppT picture book 1, a children's picture book.

2. Experience preparation: Children have had the experience of "finding differences".

Important and difficult activities:

Key point: You can understand the content of picture books by observing pictures.

Difficulty: Can accurately express the reason why the little goldfish fled.

Activity flow:

(1) Show the cover import of the picture book "Little Goldfish Escaped" to guide children to freely express what they see.

Teacher: "Today I brought the picture book" Little Goldfish Escaped ". What do you see on the cover? "

(2) The children read the picture book by themselves, and guide the children to carefully observe the escape scene of the small goldfish in the picture and find the escaped small goldfish.

Teacher: "Please read carefully page by page. Where did the little goldfish escape? " ? Let the children talk later. "

(3) Children share what they see in picture books after reading independently.

Teacher: "Where have all the little goldfish escaped?"? Where is the little goldfish hiding? "

(4) Children and teachers collectively read the picture book The Little Goldfish Escaped, focusing on guiding children to understand why the little goldfish escaped and why they chose the place to escape.

Teacher: "Let's watch the little goldfish escape again." The teacher leads the children to read the picture book again in the order of cover, title page, inner page and back cover. )

3. Teacher: "Why did the little goldfish choose to hide on the curtain? Why did you escape later? " (Page 4-7 of this book)

4. Teacher: "Why did the little goldfish choose to hide in the flowerpot? Why did it escape again? " (Page 8- 1 1 of this book)

5. Teacher: "Why did the little goldfish choose to hide in the candy jar? Where else did it escape? Why did you escape later? " (page 12-2 1 in this book)

6. Teacher: "Where did the little goldfish finally find it? Why it will never escape "(page 22-23 of this book).

(5) Guide children to contact their real life and feel that it is a happy thing to have friends.

Teacher: "If you were a little goldfish, where would you go like it?" Do you have a good friend like a little goldfish? "

Activity expansion:

Teacher: "Look for the little goldfish in the picture book with your favorite good friends?"

The small class picture book "Little Blue and Xiao Huang" says that draft 6: Explore the best family interaction from the intimate conversation between mother and child in ordinary families. Discover the joy of life and the self-expression of vitality with a bag of mung beans. The life stories of simple nuclides are intertwined with the happiness and satisfaction of mothers and children, and have touched generations of mothers and children. Through repeated reading and touching between parents and children, in today's activities, I tried to do the activities in reverse, first, then present books, turn the activities into books, let the children go home, and turn the activities into paintings. )

Activity objectives:

1. Understand the content of picture book stories in situations, and discover the joy of life and the self-expression of life force.

2. Understand the various uses and growth process of mung beans, and experience the affection between parents and children.

Activity preparation:

1.2 cartons: a refrigerator and a gas stove. Pictures of gas stoves and refrigerators. )

2. A pot of mung bean soup and a can of sugar. A box of mung bean sorbet, put in a heat preservation bag. Empty ice cube 1 box. 2 thermal insulation bags. Fifty disposable paper cups and spoons.

3. Mung beans: dried (3 kg), soaked (a handful), planted and germinated (a pot). A basin of dirt.

4. stick figure outline, dried mung bean and glue. Drawing paper, brush.

Activity flow:

1. Simulate the story in the situation and perceive the story content.

Story: mother and child do scene simulation together;

(1) Take the children to buy mung beans, and look for mung beans first. (use red beans, mung beans, soybeans, etc. )

(2) I bought mung beans and put them in the pot at home. Wash and soak in water. Then start cooking (carton gas stove)

(3) Add sugar after cooking (add sugar to the cooked mung bean soup. ) eat mung beans.

(4) make mung bean sorbet (carton refrigerator. (Singing and waiting)

(5) eat mung bean sorbet.

(6) Planting mung beans. (Sleep, rest and wait)

(7) water. (Sleep, rest and wait)

(8) Observe the changes of mung beans.

2. Read in groups and be familiar with picture books.

Teacher: shall we write a book about what we just did and take it home to mom? -Show books and browse them.

Which plot do you like best? Why? Guide children to independently evaluate the plots in picture books.

3. Think in multiple ways and understand the purpose of bean seeds.

Teacher: What else can mung beans do?

4. Group operation, try to paste decorative pictures with beans.

5. Activity extension, happy migration

Think about it. Is Bao Xiao happy? Why is he happy? He is happy to do things with his mother.

Think about what you did with your mother to make you feel happy. Draw a picture.

Xiao Lan and Huang Xiao, a picture book in a small class, said the goal of the draft activity of lesson 7:

1. Stimulate children's interest in reading.

2. Cultivate children's observation ability and bold expression ability.

3. On the basis of understanding the content of the story, boldly express onomatopoeia words in the story and feel the innocence of the story.

Difficult analysis:

Key point: On the basis of understanding the content of the story, boldly express the story dialogue.

Difficulties: I like reading and feel the childlike innocence of stories.

Activity preparation: draw a book, story courseware, etc. For the "hungry little snake"

Activity flow:

First, import

The teacher shows the picture book "Hungry Little Snake" and guides the children to observe the book cover.

Question: What's on the cover? Little snake is hungry. What will it find to eat? What interesting things will happen?

Second, expand

1. Show pictures of small snakes eating and guide children to guess.

Question: Please guess what the little snake ate? (Guide children to use their imagination and make bold guesses)

2. The teacher tells stories vividly according to the courseware.

Explanation: Let's listen to the whole story and see what the little snake ate.

Question: What's the name of this story? What did Little Snake find to eat?

Summary: apples are round and red; Bananas are long and yellow; Rice balls are triangular; Grapes are strings of purple; Pineapples have thorns.

3. The teacher leads the children to learn how little snakes eat together.

Hands are separated to represent the mouth of the little snake, and the vivid expression shows the onomatopoeic words "Ah-woo" and "Glug".

The teacher told the story completely for the second time.

(1) Teachers and children share the picture book Hungry Little Snake.

(2) The teacher tells stories and the children perform boldly.

Third, the end.

Discussion: What will happen to the little snake in the end? What will happen? Guide children to observe the rear ring lining and rear cover.

Summary: The little snake is full and fast asleep.

Analysis of eight reading materials of Little Blue Xiao Huang Lecture Notes;

Small animals climbed into the hammock to sleep one by one. As a result, with the increase of weight, the hammock finally collapsed and all the animals were injured and hospitalized. Readers' picture information is very rich, especially in the process of plot advancement, the picture presents many clues: coconut trees are getting more and more curved, hammocks are getting heavier and heavier, and the expressions of small animals on the bed are getting more and more serious and angry. All the clues point to the end of the story-the hammock collapsed. Therefore, it is the focus of this reading to use clues to predict and speculate the development of the story and feel the humorous ending of the story.

Focus of activities:

Use clues to guess the story.

Activity difficulty:

Can perceive animals from pictures, one is bigger than the other.

Activity objectives:

1. Understand the story and feel its humorous ending.

2. Observe the pictures in an orderly way and reasonably guess the development of the story according to the clues in the pictures.

3. The initial perception of weight, understand the one-to-one correspondence.

Activity preparation:

PPT of corresponding content and pictures of related animals.

Activity flow:

I. Import activities

1. Draw pictures of two trees and hammocks on the blackboard before class. Import from pictures: How many trees are there? Do you know this one hanging on the tree? What's the difference between a hammock and the bed we usually sleep in?

2.PPT cover import: What's in the hammock? How many pillows are there? How many animals can you sleep with? Who is this? What does it want to do? (Reading title) Little snake is asleep. How many animals can come up to sleep? Let's see which animals it will be.

Second, teachers guide children to read big picture books.

PPT Page 1: What does Little Snake want? Where will it sleep on the bed? (Ask the children to come up and point out) Why?

PPT Page 2: Where does the snake sleep? Who is here? Where will it sleep on the bed? Why?

PPT Page 3: Where does the lion sleep? Who is here now? Where will it sleep?

PPT Page 4: Who is here? Where will it sleep? How many pillows are left now? Will animals go to bed?

PPT Page 5: Who is here? The teacher slowly leafed through 1-5 pages. Ask the children to observe carefully what has happened to hammocks and coconut trees. Why have hammocks and coconut trees changed? What will happen next?

PPT Page 6: Are you right? What was the result? What will happen next?

PPT page 7: what's going on? Where is the small animal hurt?

Third, summarize and share.

1. Let the children recall which small animals sleep in hammocks in the story. When the children say an animal, the teacher puts the corresponding animal pictures on the blackboard, and then asks the children to recall the order in which these animals sleep. The teacher arranges animal pictures on the blackboard according to the children's answers.

2. Discussion: What can small animals do to keep themselves from getting hurt?