3 Language Lesson Plans for Kindergarten Classes "What's in the Garden"
As a dedicated people's teacher, you often need to prepare lesson plans. With the help of lesson plans, you can appropriately select and apply teaching methods. Mobilize students' enthusiasm for learning. So the question is, how should the lesson plan be written? The following is a language lesson plan "What's in the Garden" that I carefully compiled for kindergarten classes. You are welcome to learn from it and refer to it. I hope it will be helpful to you.
Kindergarten language lesson plan "What's in the Garden" 1
Design intention:
"What's in the Garden" is a beautiful prose poem by the author With a unique perspective, various visible, invisible, felt, and intangible things in the garden are presented to children in beautiful language and parallel sentence structures. The characters in the picture book are Prominent, soft and beautiful colors create a harmonious and moving artistic conception. Such a prose poem is suitable for the appreciation and learning of children in the upper class. It can bring children an appreciation of beauty, cultivate their sentiments, and promote the development of their aesthetic abilities.
Activity goals:
1. Perceive the characteristics of animals and plants in the garden through different senses.
2. Try to use adjectives to describe the feeling of being in the garden.
3. Be willing to express your ideas boldly in front of your peers.
Activity focus:
Perceive the characteristics of animals and plants in the garden through different senses.
Activity difficulty:
Try to use adjectives to describe the feeling in the garden.
Activity preparation:
1. Everyone has a copy of the picture book "What's in the Garden".
2. Prose with soundtrack (matching CD).
3. Small pictures and two pieces of large colored paper.
Activity process:
1. Discuss garden-related experiences with children.
——When you took a walk, what did you find in the garden?
——Some of the children saw something with their eyes, some heard some sounds with their ears, and also discovered changes in the small garden.
——Today, please read a book together and see what is in the garden in the book.
2. Read the small garden in the book.
——Read the book carefully.
1. Question: What is in the garden?
2. Based on the children’s answers, present the corresponding small pictures on the blackboard.
——Enjoy the full content of the soundtrack picture book.
Question: What is in the garden?
——Classification game to interpret the content of picture books.
Present two pieces of colored paper on the blackboard, showing the words "invisible" and "visible" respectively, implying two different sets. (Operation tips: Which ones are visible and which ones are invisible? Please put the pictures in the appropriate positions based on the stories you heard) Question: (show the ones hidden in the soil) Why is this not seen? Arrive?
Summary: It turns out that many things in the garden are hidden. Some of them can only be seen by opening the surface, some can only be seen by observing carefully, and some can only be seen by waiting patiently. For example, those hiding in the mud or wearing invisibility cloaks. So it’s not that you can’t see it, it’s that it’s not easy to be seen.
Question: (Show a picture of a flower) So, if the fragrance of the flower cannot be seen, why is it discovered?
Summary: It turns out that the "cool breeze" is invisible, the "fragrance of flowers" is invisible, and the "sound of insects" is invisible. You have to use your nose to smell it. , you can hear it with your ears, and you can feel it with your skin. Tender, light, cool, itchy, sweet, these adjectives express meanings that cannot be seen even with the eyes.
Question: This garden is so beautiful. How did the person who wrote this story feel about playing in such a garden? Did you see it? Do you smell it? Did you hear that?
Summary: It turns out that you need to use your "heart" to feel it. How beautiful the garden is, how beautiful nature is! The person who wrote this story, and us who read this story, feel better!
Reflection on the activity:
In this activity, after the children appreciate it independently, the teacher pays attention to the children's feelings about the artistic conception of the prose poem, creates a relaxed psychological atmosphere, and guides the children to use words to express themselves Inner feelings; and the complete appreciation of prose poems is also very important. Children's early independent appreciation will be incomplete, and the complete appreciation link can help children understand the content of prose poems as a whole.
Kindergarten language lesson plan "What's in the Garden" 2
Activity goals:
1. Feel the characteristics of animals and plants in the garden through different senses
2. Try to use adjectives to describe the feeling in the garden
Activity preparation:
Everyone has a picture book "What's in the Garden", a soundtrack and prose (matching CD), small pictures, two large colored papers A text mark of "seen" and "invisible" love mark
Activity process:
1. Discuss garden-related experiences with children
(1) What did they discover in the garden while walking
(2) Some children saw something with their eyes, some heard some sounds with their ears, and also discovered changes in the small garden
(3) Today, please read a book together and see what is in the garden in the book
2. Read the small garden in the book carefully and flip through the book
(1) Question: What is in the garden?
(2) Based on the children’s answers, present the corresponding small pictures on the blackboard. Enjoy the complete content of the picture book with soundtrack.
Question: What is in the garden? (Further supplementary answers) Classification game, interpret the content of the book, show two colored papers on the blackboard, respectively display the text, visible and invisible. I am two different sets.
(Operation tips: Which ones are visible and which ones are invisible, please put the pictures in the appropriate position based on the stories you heard)
(1) Question: (Showing it hidden in the soil) Why hasn’t this been seen?
Summary: It turns out that there are many things hidden in the garden, and some of them can only be seen after opening the surface. Some of them can only be seen if you look closely. Some of them you have to wait patiently to see. For example, those hiding in the mud or wearing invisibility cloaks. So it’s not that you can’t see it, it’s that it’s not easy to see)
(2) Question: (show pictures of flowers) So, why can we detect the fragrance even though we can’t see it?
Summary: It turns out that the "cool breeze" is invisible, the "fragrance of flowers" is invisible, and the "sound of insects" is invisible. You have to use your nose to smell it and your ears to smell it. Listen and see with your eyes to find out. Tender, light, cool, itchy, these adjectives express meanings that are invisible to the eyes
(3) Question: This garden is so small. When playing in such a garden, write How do the people in this story feel? Did you see it? Do you smell it, hear it?
Summary: It turns out that you can only feel with your heart (show the love mark) how beautiful the garden is, how beautiful nature is, the person who wrote this story, the person who drew this story, and the mood of us who read the story. Everything has gotten better.
3. Quietly enjoy "What's in the Garden"
Transition language: Finally, let us appreciate this beautiful story with our hearts again. Children can enjoy the story freely while enjoying the soundtrack. Book Kindergarten Language Lesson Plan "What's in the Garden" 3
Activity goals:
1. Learn to use personification to express the beautiful scene of spring.
2. Try to compose a prose poem and express your imagination in the form of painting.
Activity preparation:
1. Courseware "What's in the Garden".
2. Everyone has a set of painting materials (printed from the courseware in advance).
Activity process:
1. Talk about: What is in the garden
Teacher: It is spring now, what changes have happened around us? What's different in the garden?
2. Study the prose poem "What's in the Garden in Spring?".
1. The teacher plays prose poems to appreciate.
2. Teacher: What are there in the spring garden? What are they doing?
The teacher guides the children to understand the expression techniques of personification: for example, the long braid of the willow tree girl is fluttering in the breeze, and the grasshopper is learning to jump high in the grass.
3. Teachers play prose poems to appreciate, and children learn to recite prose poems emotionally.
3. Continuation of the prose poem "What's in the Garden in Spring?".
1. Teacher: What else can be seen in the spring garden? What did you hear? What do you smell? (Such as hearing the cry of the cuckoo,
the cheerful singing of the creek, smelling the fragrance of lilies, the fragrance of soil, etc.)
2. Children try to learn according to their own needs The idea of ????continuing the prose poem "Spring, what is in the garden?".
3. Play the sequel.
IV. Draw a picture
1. Teacher: There are so many good friends in the spring garden, let’s draw them!
2. Children use the information package materials to print and draw the spring garden of their imagination.
3. Communication and display.