Kindergarten Language Education Teaching Plan 1 I saw the recommended article "Kindergarten Language Education Teaching Plan: A Literati" on the Internet, and felt that it should be shared with educators, and the restrictive content in the teaching plan for special environment was revised. I hope it will be useful for kindergarten teachers, and more examples worth learning will be shared with you, that is, Xiao Chun, a language lesson plan for children in large classes, and a language story lesson plan for children in middle classes.
Scientific reading activities: home page
Teaching plan goal: 1. Learn to recite poems, understand the language and pictures of poems, and know Chinese characters: coral, grassland, sheep, goose and mushroom.
2. Try to copy with the repeated structure and experience of poetry.
3. Willing to participate in scientific reading activities and experience the fun of the activities.
Lesson plan preparation: a children's book, a big card, a physical projector and a big poem example.
Teaching plan process:
First, show pictures and read Chinese characters.
"Today, the teacher brought friends to the children. Look, who is it? " After the children answered, the teacher showed the corresponding Chinese characters. Collective recognition)
"Where is coral's home? Where's the sheep's home? (Reading Chinese characters: grassland) What about the home of the wild goose? What about the mushroom's home? " After the children guessed one by one, the teacher organized the children to enjoy it.
Second, learn poetry and understand the language and pictures of poetry.
1, the teacher plays a poem, and the teacher asks: Whose home is the poem about? What does it say?
2. Teachers use dialogues to help children remember poems.
3. The teacher asked: Why is the blue sea the home of coral?
Why is the green grassland the home of sheep?
Why are dense forests home to mushrooms?
Why is the vast sky home to geese?
4. The teacher shows the details of the poem and leads the children to read while pointing.
The teacher asked a child to be a little teacher and led other children to read together.
6. The teacher asked the children to take out their books and read freely.
Third, teachers organize children to imitate poetry.
1. Teachers organize children's discussion: Whose home is also the blue sea? The teacher asked the children to tell them one by one and encouraged them to use the words in the poem.
2. Finally, the teacher helps the children to relate the copied contents and read them collectively.
The second theoretical basis of kindergarten language education lesson plan: The language of Kindergarten Education Guidance Outline guides children to contact excellent literary works, makes them feel the richness and beauty of language, and helps them deepen their experience and understanding of works through various activities.
Teaching objectives:
1. Let children learn the words "sunshine, radiation, cool, sparkling" by appreciating the beautiful scenery of nature.
2. Understand that the sunlight in nature is divergent and cannot be tolerated. Have a preliminary understanding of the story.
Teaching difficulty: Jiazi unfolds her skirt, why is the sunshine gone?
Teaching preparation:
1, PPT courseware
2. Take the children to the nearby fields to feel the direct sunlight, enjoy the scenery of nature and learn rich vocabulary under the influence of nature.
Teaching hours: two class hours, activity one, teaching process;
First, the beginning part:
Introduce the topic in the form of dialogue: Yesterday you followed the teacher to the wild, what scenery did you see? (Woods, streams, wild flowers, lawns) Guide children to say the words "blue sky, green grass, beautiful wild flowers, full of sunshine, sparkling" and so on. Comment and appreciate children's language.
"What's the weather like today, children? Look, what's that through the glass window? (sunshine)
Second, the basic part:
1, read the textbook Sunshine, and let the children guess the story through imagination.
2. The teacher shows the courseware and the children listen to the story while watching it.
Ask questions:
The name of the story?
Who is in the story?
2. The teacher shows the courseware and the children listen to the story for the second time while watching it.
Ask questions:
(1) What happened to this story?
(2) Why did Jiazi send sunshine to grandma?
3. Learn words: learn stories in the sun, understand stories paragraph by paragraph, and learn simple sentences.
Ask questions:
Where does she wrap the sunshine?
Who does she want to give the sunshine to? Why? Why is Jiazi crying? What did grandma say?
4. Children's discussion: Why does the sun disappear when the skirt horn is lifted?
Third, the last part:
Let the children go outside and wrap the sunshine in their clothes, then go back to the classroom. Help children understand that sunlight is divergent.
Activity 2 Teaching objectives:
1, learn to retell the story. And cultivate children's hands-on operation ability through manual production.
2. Awaken the innate love in the child's heart.
Teaching emphasis: further understanding the story content.
Teaching difficulties:
1, learn to retell the story.
2, a preliminary understanding of the sentence "sunshine in your eyes" teaching preparation:
Kindergarten language education teaching plan 3 teaching objectives:
1. Understand the story and learn the main dialogues in the story.
2. Be able to express your thoughts and dialogue with the characters in the story more completely.
3. Willing to participate in role-playing activities.
Teaching focus:
Understand the content of the story and learn the main dialogue in the story.
Teaching difficulties:
Distinguish your role in the story and have a simple dialogue.
Teaching preparation:
A picture, a cup and a lollipop are used for PPT demonstration.
Teaching process:
First, the beginning part:
1. Show lollipops and introduce activities.
Teacher: Look what the teacher has brought. What's the smell of lollipops?
This sweet lollipop belongs to the bear. It has a good story about a bear. Guess what will happen between it and the bear?
3. Teacher: What about bears and lollipops? Let's listen together.
Second, enjoy the story and feel the mood change of the bear.
Children enjoy PPT while listening to stories.
Q:
(1) Why do bears hide lollipops when they meet friends? (I don't want to share it with my friends)
(2) Who did the bear meet first? (Showing the picture of the little fish) Where did the bear put the lollipop immediately after meeting the little fish? What did the fish say to the bear? What did the bear say?
(3) The little fish swam away, who came again? (Showing the little crab) What did the bear do with the lollipop right away? What did the crab say to the bear? What did the bear say? Let children learn to speak the dialogue between crabs and bears.
(4) The little crab swam away, who came again? (Showing the picture of the little turtle) What did the bear do with a lollipop after meeting the little turtle? What did the turtle say to the bear this time? What did the bear say?
Teacher: All my friends in the water have swam away. Bear took out his lollipop and began to eat. No friends around. What's wrong with bear? Why? Sorry, all my friends have left, and there are no friends around, so I won't play with him. Do the children have anything good to share with you? (Yes) Then you must have many good friends! Bear knows he is wrong, but how can he let his friends in the river taste the sweetness of lollipops? Somebody help that bear.
Third, how many ways did the children think? Bell himself thought of a better way. He put the lollipop into the water.
(1) What happens when a lollipop is put in water? Let's have a look. Stir, stir, the sweet lollipop melts. What's the taste of water?
(2) What can be done to make lollipops melt faster? The river turned sweet, and all the friends in the water came out. They all drank sweet water and became good friends again. )
Fourth, perform in different roles.
1. The teacher's story is over. Who wants to play with these little animals and show them to everyone?
Everyone wants to perform, so I'll take a look. Whoever performs well will be invited to perform.
3. Roles: For example, one group plays the tortoise, the second group plays the small fish, the third group plays the crab and the fourth group plays the bear.
4, the teacher tells, children role-play dialogue.
5. Teacher: Everyone is doing well. The teacher has prepared many pictures. Which picture do you want to play, just choose it and chat with friends next to you.
6. Children are free to choose pictures to tell. Teachers provide timely guidance.
7. Let the children sit down and act in groups according to the roles they choose.
V. Teacher's summary:
Everyone behaved well, so what would bear do if he had another lollipop? Let's perform next class!
Attached story: sweet lollipop
Bear has a lollipop, a sweet and fragrant lollipop. He came to the river alone, took out his lollipop and was about to eat it happily. A small fish swam in and the bear quickly hid the lollipop. The little fish asked, "Bear, what are you doing?" The bear said, "Nothing! Nothing! " The little fish swam away.
The bear took out the lollipop and was about to eat it with joy. A crab swam over and the bear quickly hid the lollipop. "What are you doing, Bear?" Asked the little crab. The bear said, "Nothing! Nothing! " The little crab swam away.
The bear took out the lollipop and was about to eat it with joy. A turtle swam over and the bear quickly hid the lollipop. The little turtle asked, "Bear, what are you doing?" The bear said, "Nothing! Nothing! " The little turtle swam away.
All the friends in the water left, and the bear took out the lollipop to eat. Without friends around, I feel very lonely: "Well! If everyone eats together, it will be very lively! " So it cried, "Little fish! Fish! " Xiaoyu didn't come
Also called: "Little crab! Little crab! " Little crab didn't come. It finally let out a cry: "Little turtle! Little turtle! " Little turtle didn't come either. Bear is very sad! How can friends in the river taste the sweetness of lollipops?
Bell himself thought of a better way. He put the lollipop into the water and stirred it. The sweet lollipop melted and the river became sweet. All my friends in the water came out and drank sweet lollipops. They became good friends again.
Reflection after class: This time, the content is selected from Cai Yun's picture book Sweet Water River. The focus of the teacher's class extends to the field of science, so that children can understand how sugar melts quickly in water. What happens if you put sugar in water? Where is the sugar? I pay attention to language expression, so that children can further improve their listening and expression skills. During the whole activity, the children listen to the teacher and have a role-playing dialogue. Advantages of the whole class: coherent links, emphasizing the participation of all children. Disadvantages:
1, the group seems to be in a hurry, and the children can't distinguish the roles.
2. When performing in a group, there will be some confusion.
There are two questions left at the end of the last activity.
(1) What would bear do if he had another lollipop?
(2) What will happen to lollipops in the afternoon?
Future improvements:
1. The overall performance of children needs to be improved. You can put the picture close to the body and let the children know their roles before the performance.
2. The ending link is novel.
Kindergarten Language Education Teaching Plan 4 Activity Objectives:
1. Stimulate the desire to write poetry, try to write clouds and winds in the language of poetry, and be able to confidently say the content of the composition.
2. Cultivate children's imagination and originality of thinking, and enhance their self-confidence and positive emotions.
3. Cultivate children's love for nature by feeling the beautiful artistic conception of poetry.
Activity preparation:
Experience preparation: Before the activity, children have observed the changes of clouds many times and got a preliminary understanding of the formation of clouds.
I like the prose Clouds and Breeze.
Material preparation: a set of multimedia teaching AIDS. People use various materials and different methods to represent the shape of clouds and make them into cloud paintings.
Activity focus: Feel the beauty of language and artistic conception of prose poems.
Difficulties in activities: cultivate children's appreciation ability, develop verbal expression ability, and try to create editors.
Activity process
Let me talk about it first: I made the cloud.
1. Look at the cloud mural. The children introduce the clouds they made some time ago and talk about what clouds look like.
2. Use multimedia teaching AIDS to guide children to observe various clouds.
Teacher: "Now, let's look at the ever-changing clouds and see what these clouds look like?" (Appreciating Poetry with Music: Clouds and Breeze)
Second, discuss
What happened in the cloud? Why are clouds interesting? Why do clouds change?
Third, recite Cloud and Wind with music.
Fourth, game poetry: the cloud that will change
1, children express clouds with actions. Teachers play the role of "wind" and children play the role of "cloud". As soon as the wind blows, the "cloud" will change into different shapes, and the change of the cloud will be expressed in poetic language.
Children are divided into groups to write poems.
Verb (abbreviation of verb) promotion activities:
Customize a collection of poems in the language corner so that children can continue to write poems.
During the corner activities, you can continue to play games to show the changes of clouds.
Kindergarten Language Education Teaching Plan 5 Activity Objectives
1. Listen to the story, know who helped the small peach kernel, and understand the conditions and process of germination of the small peach kernel.
2. Try to express the dialogue of the characters in the story in an appropriate tone.
3. Feel the happy mood of small peach kernel growth.
Activities to be prepared
1. Children know the knowledge and experience of plant germination.
2. Teaching wall chart "Little Peach Kernel".
teaching process
1. The teacher showed pictures of small peach kernels buried in the soil, which aroused children's interest. Guide children to discuss and discuss with their existing experience: how can small peach kernels grow into small peach trees?
2. Combined with the teaching wall chart, guide children to appreciate the story and initially understand the story content.
The teacher can ask: How did the small peach kernel grow into a small peach tree?
3. The teacher tells the story again, and organizes children's discussion around the content of the story to help children understand the conditions and process of germination of small peach kernels.
Teachers can design the following questions according to their needs:
(1) With whose help did the small peach kernel become a small peach tree?
(2) How did they help the little peach kernel?
(3) What is Ren Tao's mood? Why did the little peach kernel take a long sip of water and straighten up hard?
4. Teachers interact with children to tell stories, and encourage children to try to express role dialogue in appropriate tone.
5. Play the game of turning small peach kernels into small peach trees with children.
Please play the role of peach kernel. A small stool is a peach pit. Under various conditions, the small peach kernel grows slowly.
Activity expansion:
Let the children continue reading "Little Peach Blossom" in the reading area and try to act out the story with different characters.
Kindergarten Language Education Teaching Plan 6 Activity Objectives:
1. Let the children understand the story and tell the story to the teacher completely by guiding them to observe the pictures.
2. Cultivate children's habit of expressing boldly in front of groups and listening to their peers telling stories or watching performances.
3. Develop children's language expression, imagination and ability to perform stories.
Activity preparation:
Story video, fox grape map, fox headdress
Activity flow:
First, dialogue import
Children, have you ever eaten grapes? Who can tell the teacher what color the grapes are? What does it taste like? Today, the teacher is going to tell the children a story about foxes and grapes. Do the children want to hear it? "
Second, show pictures to arouse interest.
1. Who is the person in the first picture? What is the expression (fox)? (smiling)
2. What's on the second picture? What color is (grapes)? (Purple) What's that smell? (sweet and sour)
Third, appreciate the story and understand its content.
1. Enjoy the story
(1) Play the story video to guide the children to enjoy the story.
Question: Please say, what do you see? What happened?
(The teacher inspired the child to say)
(2) Play the story video again to guide the children to understand the story.
Question: What did the fox see when he came out? What does it want to do when it comes under the grapes? How did you do it? What was the result?
(3) Guide children to tell stories to teachers collectively (focus on guiding foxes to see the situation after grapes). Question: Why are grapes sour? Did the little fox in the story finally eat the grapes?
(4) Guide the children to tell the story completely and understand the general content of the story.
2. Role-playing:
(1) The teacher tells stories, and the children play roles with headdresses.
(2) Children act out stories in pairs, one telling stories and the other playing the fox.
(3) The teacher tells a story and asks the whole class to play the fox.
Fourth, summary:
Teacher's summary: Explain the meaning of the story. If the fox can't eat the grapes, he says the grapes are sour. Metaphorically, some people say that the time is not ripe because they can't do things.
The expansion of verb (verb's abbreviation);
Encourage children to tell stories to their parents.
Kindergarten Language Education Teaching Plan 7 Activity Objectives:
1. Understand the plot picture conveyed by the story and boldly imagine the different life stages and spiritual feelings of tabby cats.
2. The initial perception of love and freedom is the happiest thing.
Activity preparation:
Ppt courseware, voting board and 37 heart-shaped stickers (posted on the back of the chair) activity flow:
First, the introduction of interest-the protagonist tabby cat introduction: Today, I want to recommend a very interesting book to you.
Question: What do you see on the cover?
Summary: As you said, there is a special cat on the cover.
Transition: This cat looks unusual and has a special skill. Who can tell me what you found?
Summary: It is a special kind of cat, a tabby cat that can only come back from the dead and live 6,543,800 times.
Analysis: This session aims to arouse children's interest in reading the story and understand the special features of the story protagonist-tabby cat.
Second, understanding and thinking-feel the cat's "past" transition: this cat, which has lived 6.5438+0 million times, was once the pet of countless people and was loved by countless people.
1. Show PPT(6 pictures of cats following different owners) Question: Look carefully, who is the owner of tabby cat?
Summary: In recent years, tabby cats are kings' cats, sailors' cats, thieves' cats, lonely old people's cats, magicians' cats and little girls' cats.
Question: Who do you think cats are happiest with?
Summary: Some people think that being loved is the happiest, others think that having delicious food is the happiest, and everyone has different ideas.
Question: Will cats meet different owners? Summary: It turns out that being a cat in someone else's house is sometimes involuntary. Maybe you don't necessarily like the way the host expresses his love.
2. Read the first half of the story and ask: Do you think the cat really likes its owner? Why?
Summary: It turns out that what the owner wants to do is not what the cat likes, so he is unhappy. He is very eager to be himself.
Analysis: Tell the cat's life experience in detail to guide children to find out the real reason why tabby cat doesn't love its owner from beginning to end, and its psychological state of being proud of itself. From the beginning of this activity, we need children to imagine cats following different owners with rich experience. In order to let the children feel the unhappiness of the cat, this complete story is read by the teacher with the children to further enhance the emotional atmosphere.
Third, reading feelings-the real happiness of cats: What do you want to do when you are your own cat?
Summary: I am free to do what I want. I think tabby cat should be very happy now.
1. Read a book to learn about tabby's later life.
Question: Who will remember the cat and be himself, and what interesting things will happen in the future? (The teacher gives the child some directions to think; Guide children to recall the proud life of cats before. ) Question: Why are tabby cats so popular?
Summary: tabby cats have been showing off their special skills and experiences. All female cats want to make friends with cats, and they really feel very happy.
Transition: Life after White Cat and Tabby Cat becomes more interesting.
Question: What will parents do to show their love for their children?
Summary: tabby cat has a white cat and a kitten. It finds that it loves itself the least. It loves mother cat and lovely baby cat. Facts have proved that having friends, love and family can make us feel happy.
2. Tell the final story ending question: Why did tabby choose not to resurrect?
If tabby cats meet white cats in heaven, what kind of happy life will they live?
Summary: tabby cat has friends, love and family, and it is satisfied. The story of love will never end. I believe that tabby cats will continue to live happily with white cats in heaven.