The goals of early reading activities point to three aspects: children's emotional attitude, cognition and ability to learn written language, including: improving children's interest in learning written language; Help children understand the correspondence between written language and spoken language; Help children master early reading skills.
Summer is attractive to children, attracting them to go outdoors. The straw hat bumper boat takes the scene to the seaside-the favorite place for children to go in summer. The picture of this story is rich in content, stimulating children's imagination, and the story is interesting, which can stimulate children's interest in learning and be close to their life experience. This activity will help children understand the story content through certain language objects (pictures, objects and situations), provide an environment for children to use language, and promote the development of children's language ability. Activity objectives:
1. Inspire imagination and understand stories through pictures.
2. Guided by stories, express your ideas in clearer language. 2. Feel the fun of beach games in summer. Activity preparation:
PPT, homemade props, a straw hat, some fishing rods, homemade tukalulu, and some activities of marine life (crabs, small fish, octopus):
First of all, the teachers show the courseware one by one to guide the children to observe the picture, guess the plot and express their ideas boldly. 1, talk about it.
Teacher: It's summer. Where do you want to go most?
Young: swimming pool, seaside.
2. The teacher shows the paper doll "Little Lulu" standing on the desktop.
Teacher: Her name is Little Lulu. Say hello to her. Yang: Hello, Lulu.
Teacher: Today, Little Lulu came to the beautiful beach. What is she doing? What interesting things have happened to her? Let's go and have a look!
(Design intention: Show the main characters in the story, attract children's attention and stimulate children's interest in learning. (1) The teacher shows the courseware drawing 1.
Teacher: What's in the picture?
Yang: There is a child running. He is playing with sand. Teacher: Please look at what Lulu is doing again. Teenager: Sleep.
Teacher: Your statement is OK, but it also feels like "sunbathing". She is sunbathing. Look at the expression on her face again.
Young: happy.
Division; What's that next to the chair? Yang: Hat.
Teacher: What kind of hat is this? Young: big, green.
Teacher: What you said is really good. This is a big green straw hat.
(2) The teacher shows the straw hat and lets a child operate it. Put the straw hat next to Little Lulu's chair according to the picture of 1. (Design intent: Let children feel the corresponding relationship between the placement position of items on the screen and the placement position of physical objects during operation. (1) The teacher shows the courseware Figure 2.
Teacher: What do you think is the difference between these two paintings? Teenager: Footprints are moving, and straw hats are moving. Teacher: Where did it move?
(2) The teacher asked a child to move the straw hat according to Figure 2.
Teacher: Why does the straw hat move? Teenager: There are things down there, worms and crabs. Teacher: What kind of expression does Little Lulu show? Yang: One eye is open and the other is closed.
Teacher: that's a questioning expression. I'm a little curious and want to know what will happen.
(Design intent: Let children perceive the spatial position and the process of straw hat movement in the scene simulation, and further understand the story. )
5.( 1) The teacher shows the courseware Figure 3.
Teacher: What did Lulu see when she mentioned the straw hat? Young: crab.
(2) Let a child operate, lift the straw hat a little, and make a surprised expression after seeing many small crabs. Other children also made surprised expressions together. 6.( 1) The teacher shows the courseware Figure 4.
Teacher: Many small crabs moved their straw hats to the seaside together, and then what happened? The little crabs turned their straw hats upside down. (2) Let a child operate and turn the straw hat upside down. Teacher: Little crabs turn their straw hats upside down. What do they look like? Yang: Like a boat.
(Design intent: Let children perceive the process of the small crab using the straw hat as a bumper boat in the scene simulation, and help children understand the story and experience the fun of the story. ) 7.( 1) The teacher shows the courseware Figure 5. Teacher: What kind of ship is this? Young: A swaying ship.
Teacher: The straw hat on which the little crab rides is rickety and stumbling, just like what we usually play in the amusement park. (2) Insert a picture of a bumper boat on the right to enter. Teacher: Bumper boats.
Teacher: What kind of expression does Little Lulu have at the moment? Teenager: Ha ha ha, happy.
Second, the child looks at the picture again and the teacher tells the story completely. (1) discussion.
Teacher: The story has no title yet. Let's get the title. Teenager: Little Lulu, hat, little crab.
Teacher: You can get all these questions. The person who wrote this story named it "straw hat colliding with a boat" Teacher: Have you ever played bumper boats? Yang: I have played.
Teacher: You should be accompanied by an adult when playing bumper boats. You must sit still and keep steady. Don't stand up to prevent falling into the water. Pay attention to safety.
(Design intention: Pay attention to children's individual differences, let each child appreciate pictures again, experience interesting stories, and carry out safety education in combination with children's life reality. (2) The teacher shows the courseware Figure 6.
Teacher: Besides the small crab's bumper boat, what other interesting things will happen at the seaside? Yang: That man is sleeping on the beach. They are playing ball, building sand and swimming. Teacher: There are still some activities you don't know how to say. You can ask questions boldly. Yang: That.
Teacher: The farthest person is surfing and his feet are windsurfing. The man nearby is diving. Wearing a periscope, he dived into the water to observe things in the ocean.
Design intention: create a free and relaxed language environment for children, encourage children to express their thoughts and feelings boldly and clearly, and transfer their existing life experiences. )
Third, organize children's games and feel the joy of games.
1, the teacher shows the courseware Figure 7, a picture of fishing by the sea enters with the shutter effect.
Yang: He is fishing. My father has gone fishing. I want to go fishing, too.
Teacher: At the seaside, you can often see some people who like fishing. Be patient when fishing. 2. The teacher shows the courseware Figure 8. The text "Game: I am a Little Fisherman" enters with a diamond effect, playing relaxed and pleasant music.
(1) The teacher showed the fishing gear and introduced the rules of the game.
(2) Children play games: each child sits around fishing with a fishing rod to see who catches the most fish in the specified time. Finally, please tell each child the number of fishing times in the sentence "How many fish have I caught". (3) The game is over. Judge the best little fisherman.
(design intent; Create a language environment for children who want to speak, dare to speak and like to speak, pay attention to children's real emotional experience, play light music, lead children to start fishing games, let children feel the fun of the game, learn from it and improve their language application ability. )
Activity reflection and analysis:
The outline puts forward that "children's language ability is developed in the process of application". Language ability is a comprehensive ability, and speaking is the most important training form for children. There are various forms of telling activities, such as picture telling, illustration telling, etc., as well as scene telling and some conversation activities consciously arranged by teachers in daily life.
Drawing and telling stories is an important form in kindergarten language teaching activities, mainly to train the thinking ability and imagination ability that must be possessed in language expression. Picture narration is to show the teaching content to children intuitively in the form of pictures, and then ask children to express it in monologue language according to this picture material.
Because it is monotonous for the whole class to observe the same (multiple) pictures and tell the same object, children often don't insist. In order to stimulate and maintain children's interest in learning, teachers have carefully made teaching AIDS (the corresponding main characters and related items in the story), and created language use situations with the help of physical teaching AIDS, which can consolidate children's understanding of the story, appreciate the interest of the story, make children want to say, dare to say, like to say, and have the opportunity to say, thus actively mobilizing children's initiative and enthusiasm in learning and improving children's language expression ability.
Games are the best way for children to learn and use languages. In the last part, the teacher designed a game activity. The teacher drew a picture card of marine life, made a fishing rod with bamboo chopsticks, cotton rope and magnets, and let the children practice fishing with the fishing rod. Under the background of light music, teachers also ask children to tell their fishing times in complete sentences, which fully shows that children can learn in happiness and improve their language use ability.
Evaluation plays an enlightening and guiding role for children and can promote mutual learning among children. Teachers often use words such as "affirmation and encouragement" to support and attract children. When talking about the number 1, the children's answer is that Lulu is sleeping, and the teacher respects the children's answer. At the same time, he taught the children the new word "sunbathing", not asking them to use any accurate or beautiful language, but encouraging each child to speak boldly. When children are asked to put forward a story proposition, they are not required to answer the same questions as in the text. They can make their own questions, without limiting the mode, and spread children's language thinking. This is also the teaching spirit embodied in the syllabus: "With the support and encouragement, experience the fun of language with children and enjoy the process of language learning".
Language is a tool for communication and thinking. Early childhood is an important period of language development, especially oral development. In language teaching, teachers should actively create a good language communication environment for children and develop their language application ability, thus laying a good foundation for their future language development.