Design intent
Rose hen goes for a walk is a classic picture book of foreign countries, and its text and pictures form a very funny contrast: the text tells the unremarkable story of Rose hen goes for a walk, and the pictures also tell the story of the fox being frustrated repeatedly in the process of chasing its prey. In order to guide children to understand the story in laughter, we focus on the story hidden behind the words. I decided to guide children to understand and analyze stories in three steps, and feel and experience the fun brought by stories: watching pictures and listening to stories, learning verbs-reading independently and telling boldly-appreciating works and sharing experiences.
moving target
1, guide children to observe the picture carefully and stimulate their reading interest.
2. Encourage children to boldly express their understanding of the story content and plot development.
3. Through the combination of language expression and action, fully feel the childlike interest of the story.
4. Be able to analyze stories and cultivate imagination.
5. Understand the moral and philosophy contained in the story.
Activities to be prepared
Picture book, farm map painting, paper puppet hen.
Activity process
1, show the "farm map" to stimulate children's curiosity.
Teacher: Today, the teacher told the children a very interesting story ―― Rose the hen went for a walk. This is the farm where hen Ross lives. What do you see?
2. Tell stories and guide children to pay attention to verbs.
While telling a story, the teacher demonstrated the place where the hen walked on the map with a paper doll, and guided the children to pay attention to the verbs with tone, posture and gestures.
Question: Where did Rose the hen go? Yard, pond, haystack, mill, fence, beehive. )
Q: How did it come to these places? What action did you see? Go, bypass, go through, go through, drill through. )
Teacher: Today, the hen Rose went for a walk again. What will happen? Look in the book.
3. Guide children to read independently and find the fun in the pictures.
Question: Why did you all laugh after reading the book? What do you see? What happened? Can you tell me the most ridiculous page in the story? Ask individual children to tell their favorite stories in front of the group, and then let the children tell and communicate with each other in the group. Encourage children to speak some of the contents of the book boldly, and the teacher will guide children to observe the picture carefully according to their stories to help them understand the story correctly.
4. Teachers and children read together to deepen their understanding.
Teacher: The teacher tells the story of the hen and the rose walking, and the children tell the story of the fox, ok? After speaking, guide the children to give the story a new name.
Activity expansion
You can continue the discussion with your child: Do you like this story? What kind of hen is this? What kind of fox? Let children understand and describe the personality characteristics of hens and foxes. You can also guide children to act out the story.
Activity reflection
For this activity, we have conducted many times of teaching and adjustment in different parallel classes.
After the first activity, both teachers and children felt very tired. First, the teacher spent half a class learning verbs through pictures, and then the teacher tried to show all the goals of reading activities. Throughout the class, the children were "led by the nose" by the teacher. As a result, children's interest in books is not as strong as the teacher expected, and the teaching focus is not prominent. At this time, we realized that it is impossible to achieve all the goals through only one reading activity, and it should be reflected through several activities.
In view of the problems in the first activity, I first adjusted the beginning part, adding hints of the teacher's body language and tone rhythm to drive the children to actively imitate actions and learn words. As a result, children quickly mastered the study of verbs. Secondly, I will focus on children's independent reading.
After the second independent reading, I found that children's understanding of books is restricted by reading level. Some children can contact the causal relationship between the front and back pages and understand the reasons for the development of things; And some children can only observe the content of a single picture and can't understand the story correctly. Children's reading comprehension level is influenced by many factors, such as children's age, gender, cognitive ability, intelligence level and living environment. So in the third activity, I adjusted this link to independent reading and then told it in groups. In this way, children can seek the support of their peers when they have misunderstandings, and teachers can also take turns to participate in the children to help them clarify the development of the story.
In order to solve the phenomenon of children's blind reading in group reading, I adopted the method of telling children in different roles and let them tell the story of the fox. The children's enthusiasm has improved, they have fully experienced the psychological changes of different roles, and they have also experienced the transformation of written and spoken language.