Comb, Chinese teaching plan for large classes in kindergarten, 1 1. Basis of activity design: The detailed rules of the Outline point out in the content and requirements of the language field of large classes: "Guide children to learn to imitate and write poems." As the language development of large-class children is in a period of rapid increase in vocabulary, imitating the teaching form of poetry in the form of flash is beneficial for children to feel the warm, harmonious and beautiful picture of poetry, infect children's childlike innocence, promote children's bold expression, and make them try to use various vocabulary in expression and master sentence patterns in imitation. Therefore, I designed this teaching activity.
Activity goal: 1. Guide children to imitate poetry according to sentences.
2. Feel the pleasure of copying poems.
Third, the focus and difficulty of the activity: (1) focus: imitate poetry according to sentences.
(2) Difficulties: Understand the structure of poetry and copy it reasonably.
Fourth, activity preparation: (1) knowledge and experience preparation: Listen to this poem before class and get familiar with its content.
(2) Material preparation: flash reflecting the content of poetry.
Verb (abbreviation of verb) Activity process: (1) Learn to understand poetry.
1. Do you like your mother to comb your hair? How do you feel?
2. Show children flash and demonstrate poems while reading. Mother combs my hair with a comb. I also comb my mother's hair with a comb. The wind is the comb of the tree. This boat is a sea comb. Why is the wind a comb for trees? How does it comb the hair of a tree?
Why is the boat a comb of the sea? How does it comb the hair of the sea?
Point: Understand the relationship between comb and hair. 3. Learn poetry and guide children to recite it emotionally.
(2) Analyze the sentence patterns of the poem and prepare for imitation. 1. Q: What do you find in common with the sentences in this poem? What is the difference?
Summarize with children: If we continue to change the different places in the poem, change what they do, and then say the same places in the poem, then our children can also make up poems. Let's have a try, shall we?
(3) Quasi-poetry
1. Do you think there are such close friends in life? One is "comb" and the other is "hair"?
2. If these things are expressed in poetic words, how can they be said?
3. The child copies and records the copied content in the way he likes.
Teachers guide children to imagine unusual "combs and hair". Pay attention to the intimate internal relationship between "comb" and "hair"
4. Let children share their most unique and distinctive imagination with others, and the teacher will show it.
5. Collective * * * Choose a few interesting poems:
Guide the children to combine the copied poems into a new poem and recite it emotionally.
Example: My mother combs my hair with a comb, and I comb my mother's hair with a comb. Birds comb the hair of the sky, and small fish comb the hair of the sea.
The expansion of intransitive verbs;
(1) Encourage children to write their own poems and share them with their peers and parents.
(2) Encourage children to express their poems with cartoons.
Seven, teacher reflection:
Children's favorite poems should not only be catchy, but also have the beauty of language, art and childlike interest, so I chose Comb, a short poem with novel imagination. Poetry begins with mother and son combing each other's hair, comparing the wind to the comb of a tree and the boat to the comb of the sea, showing a vivid, interesting and imaginative picture in front of children.
In the activity, I use the form of decomposition diagram to help children intuitively understand the content of poetry pictures, and then help children understand the artistic conception of poetry expression through a series of guiding questions, and master the sentence patterns of poetry. "In the process of composing, I use inspiring language to encourage children to compose music, which is always in high spirits, fluent in spoken English and rich in imagination, in line with the development needs of children's self-expression, and embodies the educational concept of taking children as the main body.
Eight, director's comments:
The essence of Wang Bin's poetic imitation is divided into four levels. The first is to learn poetry; The second is to understand the experience works; The third is to pass on the experience of the work; The fourth is to create creative imagination. Teachers have a good grasp of these four levels when organizing activities.
The process of imitating poetry is clear. First, analyze the sentence patterns. Teachers help children to analyze and understand the works through enlightening questions, so that children can have a clear understanding of the sentence patterns of poetry. Secondly, combine children's life experience, expand children's knowledge and experience, pave the way for children to imitate poetry, ensure that children's imitation is "meaningful" and make the imitation content more colorful; Thirdly, put forward the requirements of copying poems to help children understand the laws of copying poems; Fourth, guide children to imitate. In this process, teachers pay attention to the use of inspiring language to help guide children, which helps children to express their ideas boldly and actively in imitating poems. In addition, when breaking through the difficulties, teachers use "atlas method" to help children analyze sentence patterns, so that children can carry out poetry imitation activities on the basis of fully understanding the sentence structure.
Children always keep a keen interest in the whole activity and take an active part in the discussion. In the process of imitation, the teacher provides the children with the opportunity to operate. All the children in the class can record the imitation content in their favorite way and read their own imitation poems to all the children on their own initiative.
The teaching design basis of "carding" 2, a Chinese teaching plan for large classes in kindergartens;
In terms of the content and requirements in the language field of large classes, the detailed rules of the Outline point out: "Guide children to learn to imitate and write poems." As the language development of large-class children is in a period of rapid increase in vocabulary, imitating the teaching form of poetry in the form of flash is beneficial for children to feel the warm, harmonious and beautiful picture of poetry, infect children's childlike innocence, promote children's bold expression, and make them try to use various vocabulary in expression and master sentence patterns in imitation. Therefore, I designed this teaching activity.
Teaching objectives:
1. Guide children to imitate poetry according to sentences.
2. Feel the pleasure of copying poems.
3. Understand the content of the story, remember the main plot and learn the simple dialogue of the characters.
4. Feel the humor and humor of picture books by adding appropriate onomatopoeia words.
Teaching emphases and difficulties:
(1) emphasis: imitate poetry according to sentences.
(2) Difficulties: Understand the structure of poetry and copy it reasonably.
Teaching preparation:
(1) knowledge and experience preparation: Listen to this poem before class and get familiar with its content.
(2) Material preparation: flash reflecting the content of poetry.
Teaching process:
(A) learning and understanding poetry
1. Do you like your mother to comb your hair? How do you feel?
2. While enjoying the flash, lead the children to watch and demonstrate poetry. My mother combs my hair with a comb, and I also comb my mother's hair with a comb. The wind is the comb of the tree and the boat is the comb of the sea. Why is the wind a comb for trees? How does it comb the hair of a tree? Why is the boat a comb of the sea? How does it comb the hair of the sea? Key point: Understand the relationship between comb and hair.
3. Learn poetry and guide children to recite it emotionally.
(2) Analyze the sentence patterns of poetry to prepare for imitation.
1, Question: What do you find in this poem? What is the difference?
Summarize with children: If we continue to change the different places in the poem, change what they do, and then say the same places according to the appearance of the poem, then our children can also make up poems. Let's have a try, shall we?
(3) Quasi-poetry
1, do you think about it, are there such close friends in life? One is "comb" and the other is "hair"?
2. If these things are said in poetry, how can they be said?
3, children copy, record the copy content in their favorite way.
Teachers guide children to imagine unusual "combs and hair". Pay attention to the intimate internal relationship between "comb" and "hair"
4. Let children share their most unique and distinctive imagination with others, and the teacher will show it.
5, collective * * * choose a few interesting content to write a poem:
Guide the children to combine the copied poems into a new poem and recite it emotionally.
Example: My mother combs my hair with a comb, and I comb my mother's hair with a comb. Birds comb the hair of the sky, and small fish comb the hair of the sea.
Teaching expansion:
(1) Encourage children to write their own poems and share them with their peers and parents.
(2) Encourage children to express their poems with cartoons.
Teacher reflection:
Children's favorite poems should not only be catchy, but also have the beauty of language, art and childlike interest, so I chose Comb, a short poem with novel imagination. Poetry begins with mother and son combing each other's hair, comparing the wind to the comb of a tree and the boat to the comb of the sea, showing a vivid, interesting and imaginative picture in front of children.
In the activity, I use the form of decomposition diagram to help children intuitively understand the content of poetry pictures, and then help children understand the artistic conception of poetry expression through a series of guiding questions, and master the sentence patterns of poetry. "In the process of composing, I use inspiring language to encourage children to compose music, which is always in high spirits, fluent in spoken English and rich in imagination, in line with the development needs of children's self-expression, and embodies the educational concept of taking children as the main body.
Director's comments:
The essence of Wang Bin's poetic imitation is divided into four levels. The first is to learn poetry; The second is to understand the experience works; The third is to pass on the experience of the work; The fourth is to create creative imagination. Teachers have a good grasp of these four levels when organizing activities.
The process of imitating poetry is clear. First, analyze the sentence patterns. Teachers help children to analyze and understand the works through enlightening questions, so that children can have a clear understanding of the sentence patterns of poetry. Secondly, combine children's life experience, expand children's knowledge and experience, pave the way for children to imitate poetry, ensure that children's imitation is "meaningful" and make the imitation content more colorful; Thirdly, put forward the requirements of imitating poetry to help children understand the rules of imitating poetry; Fourth, guide children to imitate. In this process, teachers pay attention to the use of inspiring language to help guide children, which helps children to express their ideas boldly and actively in imitating poems. In addition, when breaking through the difficulties, teachers use "atlas method" to help children analyze sentence patterns, so that children can carry out poetry imitation activities on the basis of fully understanding the sentence structure.
Sorting out, language teaching plans for large classes in kindergartens, 3. The basis of activity design:
In terms of the content and requirements in the language field of large classes, the detailed rules of the Outline point out: "Guide children to learn to imitate and write poems." As the language development of large-class children is in a period of rapid increase in vocabulary, imitating the teaching form of poetry in the form of flash is beneficial for children to feel the warm, harmonious and beautiful picture of poetry, infect children's childlike innocence, promote children's bold expression, and make them try to use various vocabulary in expression and master sentence patterns in imitation. Therefore, I designed this teaching activity.
Second, the activity objectives:
1. Guide children to imitate poetry according to sentences.
2. Feel the pleasure of copying poems.
Third, the activity is difficult:
(1) emphasis: imitate poetry according to sentences.
(2) Difficulties: Understand the structure of poetry and copy it reasonably.
Fourth, activity preparation:
(1) knowledge and experience preparation: Listen to this poem before class and get familiar with its content.
(2) Material preparation: flash reflecting the content of poetry.
Verb (abbreviation of verb) activity flow:
(A) learning and understanding poetry
1. Do you like your mother to comb your hair? How do you feel?
2. Show children flash and demonstrate poems while reading. Mother combs my hair with a comb. I also comb my mother's hair with a comb. The wind is the comb of the tree. This boat is a sea comb. Why is the wind a comb for trees? How does it comb the hair of a tree?
Why is the boat a comb of the sea? How does it comb the hair of the sea?
Point: Understand the relationship between comb and hair. 3. Learn poetry and guide children to recite it emotionally.
(2) Analyze the sentence patterns of the poem and prepare for imitation. 1. Q: What do you find in common with the sentences in this poem? What is the difference?
Summarize with children: If we continue to change the different places in the poem, change what they do, and then say the same places according to the appearance of the poem, then our children can also make up poems. Let's have a try, shall we?
(3) Quasi-poetry
1. Do you think there are such close friends in life? One is "comb" and the other is "hair"?
2. If these things are expressed in poetic words, how can they be said?
3. The child copies and records the copied content in the way he likes.
Teachers guide children to imagine unusual "combs and hair". Pay attention to the intimate internal relationship between "comb" and "hair"
4. Let children share their most unique and distinctive imagination with others, and the teacher will show it.
5. Collective * * * Choose a few interesting poems:
Guide the children to combine the copied poems into a new poem and recite it emotionally.
Example: My mother combs my hair with a comb, and I comb my mother's hair with a comb. Birds comb the hair of the sky, and small fish comb the hair of the sea.
The expansion of intransitive verbs;
(1) Encourage children to write their own poems and share them with their peers and parents.
(2) Encourage children to express their poems with cartoons.
Seven, teacher reflection:
Children's favorite poems should not only be catchy, but also have the beauty of language, art and childlike interest, so I chose Comb, a short poem with novel imagination. Poetry begins with mother and son combing each other's hair, comparing the wind to the comb of a tree and the boat to the comb of the sea, showing a vivid, interesting and imaginative picture in front of children.
In the activity, I use the form of decomposition diagram to help children intuitively understand the content of poetry pictures, and then help children understand the artistic conception of poetry expression through a series of guiding questions, and master the sentence patterns of poetry. "In the process of composing, I use inspiring language to encourage children to compose music, which is always in high spirits, fluent in spoken English and rich in imagination, in line with the development needs of children's self-expression, and embodies the educational concept of taking children as the main body.