This activity is selected from the picture books created by Evna Kemira Ská Qufeng, which opens a door for children to imagine the world. Look, ten naughty toes have become steps and islands, playing on the beach by the sea and enjoying the cool in the ice and snow. They will also become stone arch bridges, palaces, delicious food, colored brushes, cabinets, televisions and dwarfs. It tells a simple, wonderful, interesting and full of fantasy story. It tells us that we can spread the wings of imagination and give children an imaginary blue sky, which is not limited by time and place and does not need any special tools.

The Guide points out: "Children's language ability is developed in the process of application, and the key to developing children's language is to create an environment so that they can want to speak, dare to speak, like to speak, have the opportunity to speak and get positive responses." This requires our teachers to change the original teaching mode, but should seize children's interests, design activities from children's perspective, create a language environment, and let children's language get real development. In the teaching activities of "little feet", electronic whiteboard teaching is used. On the basis of the original picture book, use the hidden, reserved, dragged, brush and other functions in the whiteboard courseware to use the picture books one by one, so that children can understand the story content, feel the magical changes of the feet, and better inspire the space for children to associate and imagine; Through the interaction between children and courseware, the enthusiasm of children to participate in activities is stimulated, so that children want to say and can say.

Extending activities and drawing what has happened to your little feet will further stimulate your child's imagination. Children will boldly tell their peers about the changes in their little feet. Teachers will also make children's painting homework into e-books. Let's watch and talk together, once again providing children with an environment for learning and language expression. In this activity, electronic whiteboard is used as an auxiliary teaching method to lead children to read this book. Under the guidance of the teacher's inspiration, boldly talk about the changes of our little feet and what will happen after the changes of our little feet, let children's imagination fly happily, freely associate and boldly explore reading methods, which fully embodies the significance of reading this book.

Activity objectives:

1. Understand the content of the story and be able to speak your imagination and association boldly.

2. Actively interact with teachers and whiteboard courseware, and feel the happiness brought by the constant change of little feet.

Activity preparation:

Picture book foot electronic whiteboard; Bandari's light music Anne's Wonderland; Draw a schoolbag and a picture book.

Semicircular seats for children.

Activity flow:

Play finger games first, and lead to the topic.

1. Teachers and children play finger games.

Play "Finger Game": "Thumb Brother, Second Thumb Brother, No.3 Middle School Mother, Four Little Brothers and Little Niu Niu go to the theatre, palms facing back. Sweetheart. " Children play with their fingers while reciting nursery rhymes.

2. Introduce a topic. Teacher: Little friend, besides our hands with ten fingers, what else is made up of ten good friends? (Teenager: Feet are also made up of ten toes. ), guide children to find their little feet, saying that their little feet are hidden in shoes during the day. (This link paves the way for reading "Little Feet" and traveling freely at night. )

Second, use the electronic whiteboard to read in sections, guide children to observe the picture carefully, inspire children's imagination, and let children feel the interesting relationship between picture books and toes.

(1) Show the cover of the story to arouse children's interest in the story.

Teacher: I brought you an e-book today. Look: What is this pair? Young: Children's feet are cute. Click "Feet" and the story name will appear. (Use the hidden function of electronic whiteboard to stimulate children's interest. ) Who will tell me when it is? How do you know that? (Young: night, moon, stars) (Give children ample opportunities to observe and speak, which is in line with the concept that the Guide allows children to speak on their own initiative. )

(2) The teacher tells the contents of the first page of the story, and then lets the children freely imagine "Where will my toes go if I don't want to sleep?" What would you do? (Guidance strategy: This link is to let children use their imagination and brains to pave the way for the next trip of Little Foot. )

1. The teacher said 1 the contents of the book.

The teacher talks about the first page of the picture book. Problem: These little feet don't want to sleep at night. They have to walk a long way and do a lot of magic while walking. What kind of magic will it conjure? (Stimulate children's enthusiasm for guessing)

2. Use the whiteboard to compare whether the steps are similar to the ten toes. How do you usually go upstairs? Young: Go up slowly, walk to the right, pay attention to safety, etc. Show Mickey Mouse running up and down the steps to stimulate children's imagination. Here, the function of electronic whiteboard is used to hide and front)

3. Teacher: Little feet go forward. It flows into the Pacific Ocean and becomes ten small islands. What else is in the Pacific Ocean? (Children answer), click on the hidden bird, let the bird fly, and the bird stops on the island to rest. Inspire children to say that the island turned into by little feet is really useful, and little feet are willing to help other small animals. (Demonstrate the dynamic effect of the whiteboard bird flying and stopping)

4. Teacher: Where did Little Foot play? (Child: On the beach by the sea)

Teacher: What has the big toe become? (Young: VAT),

Teacher: Which toe became a conch or cactus? (Young: Little Toe), which inspires the corresponding relationship between the objects that perceive children's changes and little feet.

5. Teacher: It is too hot for little feet to play on the beach. They are going to a world of ice and snow to cool off and see where they are. Where do penguins live? (Teenager: Antarctic, the world of ice and snow, it's very cold) (Here, children may answer that it's the North Pole. You can use polar bears to live in the North Pole to help children understand that penguins live in the South Pole)

Teacher: How do penguins walk? Children should study. Children speak and move to stimulate their enthusiasm for participating in activities.

(3) Guide children to continue reading the contents of electronic whiteboard picture books, so that children can continue to exert their imagination and stimulate their bold association.

1. Teacher: What happens when little feet leave the South Pole? (Click on the courseware and there will be ten stone arch bridges in bridge opening) (The child answers)

Teacher: Where is the little foot hidden? (Child: In the bridge opening below)

Teacher: Talk to the teacher about whether it is a bridge opening. Who will cross the bridge? Demonstration of an elephant walking through a stone arch bridge. (Inspire children to say that the stone arch bridge turned by little feet is also very strong. )

2. Teacher: Change another one. Look, what appears in the distance? (Children answer, say ten grand palaces together.)

Teacher: Who lives in a palace? (The child answers, inspiring the child's imagination and association. )

Teacher: shout together, please let the princess come out, the prince come out and the king come out. (Click on the courseware to see the corresponding pictures, so as to improve the enthusiasm of children to participate in the interaction. )

3. Teacher: Hey, hey, what did the little feet become this time? (Children: cakes, snacks, fruits) Click on the changed snacks and let the children name them.

Teacher: Are you greedy? Let's do the imitation of stuttering. We're full! (This link incorporates game elements, and children are willing to participate. )

4. Teacher: Feet go straight ahead. What has it become this time? (children: brushes and picture books)

What color do you want to choose for a beautiful picture? (Children operate on the whiteboard and point out the corresponding brushes) (This interactive link uses the function of human-computer interaction, which greatly mobilizes the enthusiasm of children to participate in activities)

(4) Guide the children to tell the contents of the book 10- 12, and take a wonderful trip with little feet.

1. Teacher: What does the little foot become when it goes forward? (ten cabinets)

Teacher: What will be in the cupboard? (Children are free to play)

Teacher: Please order some and see what is hidden here. Ask the children to interact on the whiteboard (clothes, bears, transformers, cars)

Teacher: Our used items and toys should be put into the cupboard in time, so that the room can become so tidy. The teacher clicks the hide button to hide these pictures.

2. Teacher: Close your eyes. What will happen to your little feet this time? (Children answer, ten TV sets)

Teacher: Which toe has a big motor (child: big toe), and see what cartoons are shown on this big TV. (Click Journey to the West with the hidden function, and drag out the little TV with little toe with the drag function) * * * Page 3, the current page 2 is 123.

Teacher: Stay away from watching cartoons and pay attention to protecting your eyes for a long time.

3. Teacher: I was a little tired from playing, so I looked out and asked: What have the ten toes become this time? (Ten people sit in a row)

4. Teacher: Now, what has the little foot become? (children guess)

Teacher: Little feet become ten dwarfs, and leaves are used as beds. The dwarfs were invited to play games on the leaf bed. Are the dwarfs happy?

Teacher: Shall we help the dwarfs draw smiling faces? The teacher demonstrates one, and then let the children come up and interact (draw a smiling face for the dwarf by using the brush function in the electronic whiteboard). (Use the function of human-computer interaction again) 5. Teacher: I am exhausted from playing. Where are my little feet? (Go to bed)

6. Teacher's summary: There are 10, the highest in the middle. Who changed it the most? (Big toe), who changed the sides the shortest? (Little toe).

Guidance strategy: In this link, we use electronic whiteboard courseware, teacher-child interaction, human-computer interaction and other ways to read electronic picture books and understand the story content, which will help children better remember the changes of little feet. Vivid, interesting and flexible picture content makes children easy to accept, and also gives full play to their imagination and association, creating a relaxed atmosphere for children to want to say, dare to say and like to say.

Third, play the recorded story.

1. Teacher: We read this e-book together just now. Now please listen completely and carefully. What do you like best about feet? Tell me later.

2. The children listen to the courseware and play the story, and the teacher helps to turn over the books and observe the children's listening to the story.

3. Teacher: What do you like best about feet? (The child answers)

Fourth, play music, and children can read picture books freely with gentle and beautiful music accompaniment.

Teacher: Please gently take out the picture book in your schoolbag and read it yourself to see what else you can read.

Children's reading, teachers tour to communicate with children, understand children's new discoveries, new imagination and associations, and give affirmation and encouragement in time.

After reading, the children gently put the picture book into their schoolbags.

Verb (abbreviation of verb) summary.

Teacher: Our little feet can become many things. What do you want your little feet to become? (The child answers)

Teacher: You can draw what your little feet have changed into a small picture book. Teachers can also take pictures of you with a camera and make them into e-books for everyone to see and talk about. Are you looking forward to it?