School is the place where children learn and grow, family is the harbor where children live, and parents are children’s first teachers. Family and school are two important places for children to receive education throughout their lives. The following is the activity plan for the middle class book area that I carefully collected. I hope it will be helpful to you. If you like it, you can share it with your friends!
The activity plan for the middle class book area 1
< p> Teaching objectives:1. Be able to observe the picture carefully, describe the game scene between Matsuri and the small animals more clearly, and understand the first half of the story.
2. Be able to correctly use onomatopoeias such as "cluck" and "moo", and learn the "__, I want to play with you" sentence pattern of small animals.
3. Be willing to read independently and boldly share reading results.
Teaching process:
1. Introduce the conversation and arouse interest
1. The teacher makes a shushing gesture and asks the children to imitate: and explore the meaning of "shushing" (Quiet, no sound)
2. Teacher: Today the teacher brought a beautiful book, the title of which is "Shush".
2. Understand the cause of the incident by watching the PPT and reading important pages.
1. The teacher shows the title page of the PPT and guides the children to observe: Who is in the picture? What is she doing?
2. Teacher summary
3. The teacher’s PPT chapter Page 3: Where is Songli? Is anyone playing with her?
4. Teacher summary: Today, Songli’s mother was sick and was lying in the room to rest. Her father was very busy, so Songli Lee can only play alone in his room.
3. Guide children to read freely and discover interesting things happening in the room.
1. Teacher: But today, something interesting happened when Matsuri was playing alone in the room. What was it? The answer is in this beautiful book. Please start from page 3. I keep seeing places where paper clips are stuck, and I will share your findings with everyone later.
2. Children are allowed to read books freely, and teachers provide tour observation and guidance.
3. Communicate after reading, focusing on guiding children to learn the language and actions of the characters and understand the content.
——Who will tell you what you discovered (the teacher will follow the children’s discovery and use PPT to display the corresponding page to guide the children to tell the content of the picture)
——Who is coming, guess it What will they say
4. Teacher: Did Matsuri play with them? Let’s take a look
4. Group reading P17\19
1. Teacher PPT17: What did you see? Look at this (teacher PPT19) are they happy? Where did you see it?
2. Teacher summary
5. Ending the extended part
Teacher: But, listen, what is the sound? (Play the recording: Jin Songli!) What does this sound sound like? (Very scary, very angry) Whose voice is this? Ah? (It’s dad) Why did dad make such a sound? What will happen next? Let’s talk about it in the next class
Middle class book area activity plan 2
Purpose of the activity:
Home and school work together to carry out the "I read, I am happy" parent-child reading activity to create a strong reading atmosphere, stimulate students' interest in reading, cultivate children's reading habits, and promote children's overall health grow.
Activity slogan:
1. Be determined to read all the words in the world and read all the books in the world.
2. Make learning a habit and reading a pleasure.
3. I read, I am happy, I read, I am beautiful.
Activity preparation:
A. Campus
1. Post promotional slogans, famous quotes, etc. in corridors, promotional windows and other places on campus to create a sense of The strong reading atmosphere allows all students in the school to understand the benefits of reading.
2. School books are guaranteed to be open all day long. 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 a "book garden" in the learning garden of each class to introduce stories about celebrities reading, promote excellent books, exchange students' and parents' reading experiences, so that children can read well and read good books, which will influence their learning in a subtle way. Influenced by books.
B. Family
1. Every family should create a good reading environment for their children and do four ones: a small position without interference from outsiders, a small desk , a small bookshelf and a desk lamp.
2. Parents take their children to buy some must-read books.
Activity process:
The first stage: publicity and mobilization
1. Promote to parents: Parents, the school will carry out the "I read, I am happy" parent-child reading activity , and briefly describe the purpose of this activity.
(Each class issues a "Parent-Child Reading Activities" proposal letter to parents)
2. Parents and schools hold home-school friendship activities to explain that home-schools work together to carry out "I read, I am happy" parent-child reading The great significance calls on parents and children to read it. It also encourages teachers, parents and children to read a good book together, creating a reading craze in schools and families.
The second stage: Method discussion
1. Recommend to parents the books that their children must read or books to buy, at least two books per semester. For example, extended reading can be carried out in combination with Chinese texts. After the third grade students learn "Thinking of Things Others Have Not Thought of", parents can be guided to read innovative stories with their children, and parents can be reminded to urge their children to carry out reading activities to ensure reading effects.
2. Each class designs a family extracurricular reading feedback form, requiring parents to fill it out once a week or every other week to truthfully reflect their children's reading situation at home.
3. Based on the feedback form, select monthly reading stars and notify parents so that parents can pay full attention to them and promote role models around them to their children to promote their children's interest in reading.
4. In the parent-teacher meeting, let parents and students discuss together the methods of parent-child reading, find examples of "parent-child reading" among parents, and suggest that these parents put their own Exchange reading experiences to help more parents master the methods and experiences of guiding their children to read.
The third stage: Results report
1. Conduct production competitions such as mini bookmarks and parent-child reading record cards.
2. Launch a parent essay competition "My child and I study ***".
3. Carry out the "Small Study Room Appraisal" activity, count how many books I have in my collection, and compare who has read the most books. The one who has read the most will be informed to the parents.
4. Identify a group of scholarly families.
Middle class book area activity plan 3
Activity goals
1. Cooperate with families to 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 sentiments and aesthetic tastes.
Specific strategies
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 no less than one hour a day, and conduct a special display in the parent-child online forum of the class.
4. Organize a parent-child reading activity in the kindergarten once a month, with picture books provided by our teachers, and held from 4:00 to 4:30 in the afternoon when leaving the kindergarten.
5. Hold a parent experience exchange meeting.
4. Specific activity arrangements
March: Teachers will introduce the main methods of picture book reading, and parents will exchange their own experiences with their children in parent-child reading.
April: The kindergarten provides enough picture books. Parents and children can choose picture books to read, and teachers can communicate with them at any time.
May: After parents and children read picture books, parents and children perform picture books.
June: Introduction to excellent experiences in parent-child reading. The picture books to read with the children this semester are "The tree is so nice", "The dentist has cavities?", "Grandma and the kitten", "Weiwei is looking for happiness", "Grandpa must have a way", "Grandpa plays the piano", "Piggy Rose", " Rabbit's Red Eyes", "Bear Reporter", "Kitten Prince", "Shadow and Me", "Angry Soup", "Little Duck Comes Home" and "Healthy Elf Village".
Record of specific activities
Record of the first activity
1. Teacher: Everyone knows that language development plays an immeasurable role in the growth of children. role, and reading plays a very important role in the development of language. Therefore, we have started a series of parent-child reading activities this semester, hoping that through these activities we can fully play our role in parent-child reading activities.
2. First, parents are invited to share with each other some of their own methods and experiences in parent-child reading.
3. The teacher briefly introduces some reading activities in kindergarten.
(1) Use "guessing" and "occlusion" to make the reading process full of suspense. Reading activities are a major part of language activities. How to make children like reading activities and develop their language and thinking abilities? I often use "guessing" and "blocking" segmentation methods to give children the opportunity to express different ideas, improve their language skills, and enrich their thinking. For example: In the poem "It's Raining", I covered the elephant so that the children could appreciate the first part of the poem. How do animals hide from the rain when fish are falling? Then I used the sun on the picture to guide the children. How can there be sun when it rains? Children's concentration at this time Strong, bold guess. The kids laughed when I showed the elephant. It turned out to be a naughty little elephant taking a bath.
(2) Provide a suitable environment for children to boldly create and perform. In fact, the ultimate goal of reading comprehension is to make good use of language knowledge for communication, so we must provide an environment for children to boldly create and perform. The situational performance is what children like very much and is also the most intuitive. It allows young children to understand and express the plot of the story well.
In short, children can have endless fun in reading activities carefully organized by teachers and focusing on skills. Understanding stories through book reading, appreciation, and role performances can truly improve children's reading abilities.
Second activity record
The teacher introduces suggestions and methods for parent-child reading.
1. Create a warm reading environment for children.
Children should have a small reading world of their own, which can be a reading room or a reading corner. "Exclusiveness" is very important to children. It will make them feel a sense of belonging to this small world, so they can be allowed to participate in the design together. For example: a family photo placed on a small desk, a few small toys Leaning next to the small bookshelf, the unique warmth of the family will quietly overflow, and the children will be more willing to read in their own little world. Secondly, whether children are reading alone or with parents, they should maintain a relatively quiet environment, such as turning off the TV and audio equipment, so as not to affect the children's reading, and parents should also talk softly.
2. Be aware of the importance of parent-child reading
Parent-child reading is one of the best reading methods, which not only helps children’s language expression ability, cognitive The development of intellectual ability, and more importantly, creates opportunities for parents to communicate with their children, so that children can receive more care for their hearts and make each other emotionally closer. Therefore, no matter how busy you are every day, you should take some time to read with your children. It is important to have a fixed time to read with your children.
3. Children must develop certain reading rules
In reading activities, children need to develop some good reading habits and reading rules. Parents’ own good reading habits have a subtle influence on children. Influence, if parents often read books and newspapers, children will also become fond of reading. Secondly, they must develop the experience of reading books, the experience of reading the content of books, the experience of understanding the correspondence between text and pictures, as well as the experience of caring for books and remembering things after reading them. Good habits such as returning to your original place.
4. Stimulate children’s interest and explore diverse reading methods
Picture book reading activities are not purely activities for learning written language, but methods and skills for obtaining information through reading. , parents can use a variety of reading forms to create communication situations for their children that can help them operate and use multiple language communication behaviors.
Question setting - guess what. Before reading, you can ask a few questions to let the child seek answers, stimulate his interest in the story, and also cultivate the child's imagination. For example, in the story "The Moving House", we can first ask the children to guess: "Why does the house move? How does the house move?" After the children guess, we do not comment and let them slowly find the answer from the book. . Some stories can be told with suspense, and when they reach a critical point, they suddenly come to a sudden stop - what will happen next? Guess what! At this time, children are often eager to continue.
Communicative style - talk about it. Children's emotions are very susceptible to being infected by others, so if parents and children often communicate with each other about the books they read, the effect will be several times better than reading books unilaterally! Talk to your children more often Discuss the plots in the book and communicate your respective experiences with your child in an equal tone. These will undoubtedly greatly deepen his understanding of the reading, further enlighten his thinking, accumulate language, and stimulate his interest.
Activation-acting For familiar and thorough stories, we require parents to guide their children to further understand the content and apply the language in the story. They can perform roles in the family. At the beginning, they can Parents try to use vivid language to imitate the dialogue in the story, and then guide their children to participate in the performance. They must tell their children that every book is a good story that can be performed by the whole family. Using performances to bring books to life has a great impact on the development of children's understanding, expression, and physical movement abilities.
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 share their excellent experiences in parent-child reading with their children this semester.
2. There are still confusions in mutual communication.
Middle class book area activity plan 4
Activity goals:
1. Feel the wonderful and interesting content of scientific picture books, and actively bring questions to the book to find answers , germinate the desire to explore scientific secrets;
2. Be able to read picture books repeatedly through rough reading, intensive reading, re-reading, etc., and gain reading experience such as comparing front and back page reading, detailed reading of key scenes, and complete and coherent reading. ;
3. Be able to understand the magic and fun of science fiction storylines during game experiential reading.
Activity preparation:
Each person has one copy of the picture book "What's Under the Sand"; make a PPT based on the content of the picture book; a cross-sectional structure diagram of the earth; and bring a jacket for the game.
Activity process:
1. Pay attention to children’s existing experiences and arouse their interest in reading scientific picture books
1. Teacher: Do children like to play in the sand? How can they play with it?
Encourage children to briefly describe their experiences of playing in the sand in complete sentences.
2. PPT group reading P1~3.
3. Inspire children to talk about "what's under the sand"
2. Pay attention to the questions and guide children to actively search for answers in books
1. Rough reading: Encourage children to turn the book page by page and read independently with the question "What is under the sand?"
2. Intensive reading: Combined with PPT, help children observe key pages and guide them to discover the secrets inside the earth.
(1) Focus on reading P6~8, combined with picture observation, to understand the scientific knowledge that underneath the sand is silt, and underneath the silt is rock.
Teacher: What is under the sand? The child just found the answer in the book. What did everyone discover first, then what, and finally what they discovered
(2) Comparatively read P6~8 and P13~15 to understand that the structure of one end of the earth is the same as the other end.
Combined with the cross-section of the earth, it helps children understand the content in the picture book and guides them to experience the joy of discovery.
(3) Read P9~13 collectively, explore the structure inside the earth, and gain scientific understanding of the crust, mantle and core.
Combined with the cross-section diagram of the earth, it can stimulate children's desire to explore the mysterious earth.
3. Pay attention to children’s reading characteristics and encourage repeated reading of stories
1. Read again: Completely read the story with the teacher.
Pay attention to the tone of the story, which can arouse children's attention to the plot of the story, and focus on reading the dialogue of the characters.
2. Use PPT to imitate the character dialogue in the picture.
PPT presents pictures that children are interested in. Children look at the pictures and take the initiative to perform dialogues.
4. Pay attention to children’s game experience learning and help them feel the magic and fun of science fiction stories
1. Experience the exciting parts of the story through games
Teacher: Put it on quickly Insulation clothing, follow the teacher into the mantle!
Children dress themselves up with their own coats, guide children and teachers to play roles together, and experience the storyline of P9~13 in the game, and PPT simultaneously presents P9~ 13 pages to create an immersive scene.
2. Use multiple channels to participate in reading, experience and understand the plot of science fiction storylines. Children are encouraged to use multiple channels and multiple senses in games, listening to explanations, watching pictures, and acting as the plot changes.
Activity extension:
Encourage children to read with small tasks through multiple channels such as online search, book review, and video appreciation.
Teacher: Below the sand is another beach. Have you thought of the answer in the story? What other secrets might the mysterious earth hide? Please invite your parents to find it together. !
Middle class book area activity plan 5
Activity goals:
1. Like stories, be able to read independently quietly and basically understand the contents of the book Content;
2. Learn the sentence structure, I am happy (animal name), living in a happy grove;
3. Understand the friendship between animals and try to learn Help others.
Activity preparation:
Each person has a book and PPT courseware
Activity process:
1. Reading the cover to arouse interest in story reading
Read the cover of the book as a group, and ask the children to look at the picture and guess the characters and places where the story takes place. The title of the book "Happy Grove" and the name of the author are introduced, and the children are asked to guess the content of the story and what is in the woods. What happy things happened
2. Independent reading
Invite children to read books independently.
The teacher asked questions: 1. Read quietly, turn the book page by page and read carefully. If necessary, please discuss with the teacher or children in a low voice. 2. What animals live in the happy grove, and what happy things happened
3. Group reading
1. The teacher asks the children to talk based on the questions raised before independent reading. What happened in the happy grove
Invite children to speak actively and fully guarantee their right to speak. If necessary, you can ask children to discuss first.
2. Read the first page as a group, read the first paragraph intensively, learn the sentence structure I am happy _×, live in a happy grove, and use movements to assist expressions.
3. The teacher guides the question, who else lives in the happy grove
Read the beetle, caterpillar, and dandelion collectively in sequence. You can group or individual children to repeat the sentences for practice.
4. The teacher asked: "It's great that there are so many happy little animals living in the happy grove. I also want to go to the grove to see these happy animals in the woods. Come and see them." , let’s go ahead and take a look.
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If any children raise objections, ask them to speak. If there are no children to object, turn the PPT to the old grizzly bear page.
Give the children sufficient time to observe the picture and let the children speak. Explain the differences between the expressions of the little grizzly bear and other animals.
Continued guidance: "Oh, there is an old grizzly bear living in the happy grove, but do you think he is happy?"
p>The teacher read the text, "It turned out that the old grizzly bear was sick. He heard the singing outside, and he shouted in a rough voice, "Why don't you sing any more?"
For teachers. Exaggerated language and expressions such as "Oh my god, what can I do now?" guide children to recall the contents of independent reading and actively come up with solutions on their own.
After the teacher carefully and patiently listened to the children’s memories and ideas, let’s see how they solved the problem.
5. Turn the PPT to the page where the old grizzly bear comes out of the cave to find something to eat. Observe the picture collectively and guide the children to read the picture. What did the little animals do and what did they give to the old grizzly bear? , and ask the children to guess what will happen if the old grizzly bear eats the food sent by everyone
Question: Why does the old grizzly bear get better and become happier? Guide the children to understand the joy of helping and being helped.
When the old grizzly bear becomes happy, guess what it will sing
Guide the children to say "I am a happy old grizzly bear, living in a happy grove."
4. Extension of activities
Guess what other animals live in the happy grove and what songs they sing
Please continue with the children. Make up a story, draw what you think, and share it with everyone.
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