(1) activity target
1, will boldly say the main content of the picture, and correctly understand and use related verbs.
2. I will read the contents of the book by myself and help myself master and understand the meaning of the picture through group reading.
3. Know the Chinese characters "green house, yellow house and blue house" and cultivate children's interest in reading Chinese characters.
(2) Activity preparation
1, one book for children and one pencil for each group.
2. A set of teaching pictures.
There are several cards with Chinese characters of "green house", "yellow house" and "blue house", and there are houses of three colors on the wall of the activity room.
(3) Activity process:
1, stimulate interest. Please send three small animals to three rooms.
Teacher: In winter, a rabbit, a kitten and a squirrel each built a beautiful room.
Son. The teacher pointed to the house and asked the children to collectively say, "There are green houses, yellow houses and blue houses". Which room do they live in? Let the children take them home. ) Where did you see it?
(Comment: By asking children to send animals home, and giving reasons, it lays the groundwork for the small animals behind to find a house. )
2. Read independently.
Teacher: One day, a small animal went to the forest to look for food for the winter, but a strange thing happened when he came back. What happened? This story is hidden in the book 16 to 19. (The teacher points to the child's book) Let the child read the book quietly and carefully.
(Comments: Using the form of records can help teachers understand the level of children's ability development. )
* (display symbol ① ② ③ ...) Every page of the book has such circled digital symbols, and some pages have only one symbol. (showing the first page of a big book) means that there is only one picture on this page, while some pages have two symbols. (showing the second page of the big book) means that there are two pictures on this page. We should look at the pictures one by one in the order of 1, 2, 3 and 4. Teachers also have two requirements:
* Take a look and think about what happens when small animals go out to find food? Did they finally find their own house? How did they find it?
* When reading, if you don't understand anything, you can put a tick in front of the circled number symbols with a pencil, and then ask your own group of children after reading. It doesn't matter if people don't understand. Let the team leader bring it up later and discuss it together.
* Children read books, teachers patrol, and record any problems they find.
* Discuss the record with your child: Which picture can't be read? Which group has understood? Tell them.
(Comment: [/b] Teachers can help children solve problems they don't understand in time. )
* One representative of each group tells a story in front of the group, and then the teacher reads a big book. A simple evaluation of children.
* Teachers and students discuss with each other. Solve the difficulties of * * *.
3. Lead the children to read together.
What kind of house did rabbits, kittens and squirrels build in winter? (Show the word cards "Green House", "Yellow House" and "Blue House")
One day, the small animals went out to look for food. What happened after they came back?
The teacher pointed to the small animals on page 17 and asked, "Why do they have such expressions?" What could have happened? "
(Comment: [/b] Teachers are good at guiding children to observe details and understand stories. )
Did they finally find their own house? How did they find it?
* What will they say when they find their own house? Someone performed.
(Comment: [/b] The teacher grasped the key points and guided the children to understand the rabbit's emotional changes. )
* What did the "green house", "yellow house" and "blue house" in the story become after the snow? The story we are going to tell today is called the White House. (Teacher fingers the text on page 16)
(Comment: [/b] The teacher seized the opportunity to reveal the title of the story. )
What was the weather like the next day? What will the house look like?
4. Try reading Chinese characters. The game "Word Baby Go Home".
The child chooses a word card from the basket, reads it carefully against the words in the picture, and then sticks it on his forehead. When they heard the teacher say "word baby, go home", they quickly stood in the corresponding house. The teacher checked them one by one.
(Comments: You can use games to let children know and read words further, and at the same time, it also enlivens the classroom atmosphere. )
5. Read it again.
Teacher: "Let's tell this beautiful story while reading again."
6. Emotional transfer. Do you want to snow now? What do you want to do most when it snows?
(Comment: Meet the emotional needs of children yearning for snow. Feel the fun of nature. )