The flexibility of kindergarten language teaching materials requires teachers to improve their own quality faster, not only to keep up with the pace of the times, but also to continuously create and compile teaching materials with their own characteristics in practice based on the development of children. The following is a kindergarten language teaching plan that I have carefully collected and compiled. I will share it with you below for your enjoyment.
Kindergarten language field teaching plan 1
Activity goals:
1. Through children's songs, stories, height comparison and other methods, guide children to discover that they have grown up High, grow up.
2. Be willing to share your findings in activities with your peers.
3. Feel the joy brought by growth.
Activity preparation:
1. Organize a set of childhood photos.
2. Collect comparison pictures of shoes, socks, etc., children, roosters, and frogs worn by children last year.
Activity process:
1. Introduce activities by looking at pictures and talking.
Teacher: "What were children, roosters, and frogs like when they were young? Compare the differences between them when they were young and now, in groups of two or three."
Teacher: "One sentence per person Take turns and think about the differences between us when we were young and now. "
2. Collect the shoes, socks, gloves and hats that you wore last year, try them on, and talk about your feelings.
3. Story: "I have grown taller".
Discussion: "Has the little monkey grown taller? Where should the little monkey be measured?"
4. Compare height with peers.
1. The two people are taller than each other - stand upright and back to back.
2. Three or four people are taller and shorter - two by two, standing up straight and back to back.
3. A group of children lined up to compare heights - Discussion: Who is in our group? Who is the shortest?
5. The song Laugh, Laugh, learn to sing the song "Laugh, Laugh" , according to the characters in the song, imitate the movements according to the rhythm of the music.
1. Use it in conjunction with the role you play: "When I grow up, I can..."
2. Say a sentence, add dance moves and perform it at the same time.
3. Question: Children, tell me why it is good to grow up? Discuss with peers and ask children to express their own opinions.
4. Divergent thinking.
Ask the children to take out photos of themselves when they were young. The children will look at them, think about them and answer the question: "What can't you do when you are a child? You will have to do it when you grow up"?
< p> 5. Observe, think and answer.6. Practice speaking.
Guide children to say: "When I grow up, I can..." Say one sentence and express your thoughts on "growing up" one by one
7. Expand and extend.
The teacher asked the question: "If I were a small animal instead of a child, would I also look forward to growing up?" Practice the sentence pattern of "When I grow up, I can..." (for students who can speak boldly Young children are rewarded with small red flowers).
We will grow taller: Think about it, what do you want to do when you grow up? Outdoor activities: Find friends and ask your children to go home and do something to prove to their parents that "I have grown up."
Kindergarten language field teaching plan 2
Activity goals: 1. Stimulate the desire to create poetry, try to use the language of poetry to create "Clouds and Wind", and be able to confidently describe the content of the creation .
2. Cultivate the richness of 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 in clouds many times and have a preliminary understanding of the formation of clouds.
Already appreciated the prose "Clouds and Wind"
Material preparation: a set of multimedia teaching aids. A variety of materials and different methods have been used to express the shape of clouds and made into cloud paintings.
Activity focus: Feel the beauty of language and artistic conception of prose poetry.
Activity difficulties: Cultivate children's appreciation ability, develop language expression skills, and try to create novels.
Activity process
1. Conversation: The clouds I made.
1. Watch the cloud mural. The children introduce the clouds they made some time ago and talk about what the clouds they made look like.
2. Use multimedia teaching aids to guide children to observe various clouds.
Teacher: "Now, let's take a look at the ever-changing clouds and see what they look like?" (Music for appreciation of poetry: Clouds and Wind)
2. Discussion
What have changed in the clouds? Why are clouds interesting? Why do clouds change?
3. Recite "Clouds and Wind" with music.
4. Game-created poetry: Changing Clouds
1. Children use movements to express clouds. The teacher plays the role of "Wind" and the children play the role of "Cloud". When the "wind" blows, the "clouds" change into different shapes, expressing the changes of the clouds in the language of poetry.
2. Children are divided into groups to create poetry activities.
5. Extended activities:
Customize a poetry book in the language corner for children to continue writing poetry.
During the performance corner activities, you can continue to play the game and perform the changes in the clouds.
Kindergarten language field teaching plan 3
Design ideas
Gratitude is a traditional virtue of the Chinese nation, an important moral cornerstone of why people are human, and a key to family harmony. The foundation is the basic moral value orientation of social harmony. Young children are the masters of the future society, and gratitude education should start from childhood, especially from preschool education. "Thanksgiving" is a story about looking at pictures. I present characters familiar to children in the form of slides, set up situations close to children's lives, and create a free and relaxed language environment for children, so that they can say what they want, be able to speak, and dare to speak. Say, have the opportunity to say. At the same time, activities in the form of reading children's songs, listening to music, singing performances, etc. are carried out to enable children to understand gratitude, know how to use a grateful heart to repay those who have been kind to themselves and help those in need, and experience the joy of "gratitude".
Activity goals
1. Know how to thank those who care about and help you.
2. Experience the joy of "gratitude".
The focus of the activity is to thank those who have cared about and helped you.
The difficulty of the activity is to understand "thank you" and "help" based on the actual life.
Activity preparation
Multimedia courseware activity process
1. Children perform the finger game "Caterpillar" to introduce the theme.
1. Ask the children to perform the finger game "Caterpillar"
Take out your little hands (play the finger game - Caterpillar). The little bug is too timid to climb out of the hole. Does it stay in the hole all the time? These caterpillars are so cute, they all know that their companions help each other. So, in your daily life, who has helped you and cared about you?
2. Preliminarily guide children to tell about the people who have cared about and helped them and what they have done for them.
2. Transfer life situations according to the slide "Gratitude".
1. Figure 1: Ask children to tell how their parents care and help them.
Show the first picture. Children, guess who these two people are? Children are all in middle school. From birth to now, how do your parents care about you and help you? (Guide the children to talk) What do you want to say to your parents? ?What to do?
2. Picture 2: How does the teacher care about and help the children? What do you most want to say to the teacher?
Show the second picture. Children have spent a lot of time with their teachers since they were in kindergarten. Think about it, how does the teacher care and help you? (Contact the actual guidance of the children to talk) What do you want to say to the teacher?
3. Picture 3: What are the children in the picture doing? Friends How do you help yourself? What do you most want to say to them?
Children, guess who is in this picture? What happened between them? (Guide the children to talk about it based on the reality of life. Speaking) 3. Understand the meaning of "thank you" and "help" based on the actual life.
Guide children to talk about the people who have cared for and helped them from all aspects of life at home and in kindergarten based on their actual life. They should use "thank you" and "help" in one sentence to feel and experience "gratitude".
4. Learn the children’s song “Thanksgiving”.
Thanks to my dear parents, my beloved teachers, my friends, and those who have helped me.
5. Play the song "Grateful Heart" and the teacher and children will perform together.
Having said so much, the children must be tired. Next, let’s enjoy the song "Grateful Heart" (the teacher leads the children to do the movements together).
6. Extension of activities.
Children are free to choose and express their gratitude to those who have cared for and helped them in their own way.
Kindergarten Language Field Teaching Plan 4
Objectives:
1. Be able to listen carefully to stories and understand the main storyline.
2. The secret to not being afraid of the cold is to exercise more.
3. Ability to express one’s opinions proactively.
Process:
1. The teacher asked: "How can I keep myself from getting cold in winter?" Ask the children to recall what thermal supplies they have.
2. The teacher tells the story "The Coat That Will Not Be Afraid of the Cold" and asks the children to listen carefully.
3. Question: What is the name of the story?
Why doesn’t Little White Rabbit get up?
Mother Rabbit said that grandma has something to give to Little White. Rabbit?
How did the little white rabbit go to grandma’s house?
Did the little white rabbit get a coat that is not afraid of the cold?
What is the coat that is not afraid of the cold? What?
4. Ask the children to listen to the story with questions and encourage them to actively answer the questions.
5. Extended activities
Let children experience the "coat that is not afraid of the cold" in outdoor activities.
Attachment: Story
"The Coat that Is Not Afraid of the Cold"
It has snowed and the wind is blowing. It is so cold! The little white rabbit is sleeping in the bed. .
"Get up, get up, my little darling." The mother rabbit asked the little white rabbit to get up.
"Don't get up, don't get up, or you'll freeze if you get up." The little white rabbit refused to get up.
Mother Rabbit thought for a while and suddenly said to herself: "Oh, it's really cold. It would be great if I could wear my grandma's coat that's not afraid of the cold. I won't be able to catch the cold. "I'm sweating."
"Really?" Little White Rabbit felt strange after hearing this, and stretched out his little head from the quilt, "Grandma's family really has a coat that is not afraid of the cold? Have you ever worn it? "
"No, no. Grandma said that this coat, which is not afraid of the cold, was made for her little grandson..."
"Grandma's little grandson is me! It’s made for me, it’s made for me. Mom, mom, go to grandma’s house and get the coat.”
“This is not a coat that grandma said is not afraid of the cold.” , I won’t give it to anyone who comes to get it, I will only give it to my grandson.”
The little white rabbit jumped out of the bed, put on a little cotton-padded jacket and pants, and Wear a small scarf and a small fleece hat.
"Mom, Mom, I went to grandma's house."
"Oh, don't go. It's windy outside. Aren't you afraid of freezing?"
"It doesn't matter, it doesn't matter. Grandma gave me a coat that I'm not afraid of the cold, so I won't get cold."
After the little white rabbit finished speaking, he ran out. Oh, the wind blows on my face, it hurts like a knife. The little white rabbit wanted to get a coat that was not afraid of the cold earlier, so she ran quickly. Run, run! What's wrong? My neck is feeling hot. He took off the scarf and ran, ran, what happened? The top of his head was hot. He took off his hat. I ran, I ran, and when I arrived at my grandma’s house, I was sweating on my forehead.
Grandma Rabbit was very happy when she saw the little white rabbit. She picked a big carrot for him to eat.
The little white rabbit said: "I don't want to eat carrots, I want to wear a coat, a coat that is not afraid of the cold."
Grandma Rabbit was stunned and thought: "How can there be anything that is not afraid of the cold? What's your coat?
"Mom said, you made me a coat that is not afraid of the cold. When I put it on, I don't get cold and I still sweat..."
Rabbit Grandma thought for a while and understood, "Little darling, you are sweating on your head. Why don't you wear a coat that is not afraid of the cold?"
The little white rabbit thought for a while and understood. .
Children, do you understand what a cold-proof coat is?
Kindergarten language field teaching plan 5
Activity goals:
< p> 1. Preliminarily understand the main content of the story and learn simple dialogues.2. Preliminarily learn to tell the story expressively with the help of the teacher's voice and the vivid animal images in the picture. >
3. Experience the emotions of animals helping each other and develop the emotion of caring for nature.
4. Fully experience the childishness of the story through the combination of language expression and action.
5. Understand the moral and philosophy contained in the story.
Activity preparation:
1. Story card
2. Small animal headdress. /p>
Activity process:
1. Show the spring picture card to introduce the theme
Teacher: Spring is here, what flowers are blooming? (peach blossoms, winter jasmine). Besides them, there are other beautiful flowers blooming as well. Who are they? (apricot blossom, pear blossom). They slept all winter and want to thank their friend who woke them up. Let’s help them find that friend!
2. The teacher guides the children to look at the picture cards, listen to the story, and think about the problem.
For example: The teacher said: "Elephant, did you loosen the soil for us?" "The teacher asked: "Is it the soil of the elephant pine?"
Is it the soil of the lamb's pine? What did the lamb say?
Is it the woodpecker or the little bee? What about loose soil? What do they say?
3. The teacher tells the story completely and waits for the children to tell the story.
The teacher and the children look at the pictures together and try to tell the story. Stories, inspire children to name the stories.
4. Use questions to encourage children to enrich the plot of the story.
Who else would loosen the soil for trees? If a child helped loosen the soil for trees, would you do it? How would you loosen the soil?
5. Situational performance stories.
Assign roles to children and wear headdresses to act out story situations.
Attached story:
Who loosened the soil?
In spring, the almond trees bloom pink flowers. The pear tree has white flowers. How beautiful the fields are.
The Xingshu asked: "Pear tree, we have such beautiful flowers, how can we thank our friends who loosened the soil for us! Who is this friend?"
The Pear Tree When he couldn't answer, he asked the elephant: "Did you loosen the soil for us?" The elephant said: "I know how to water, but I don't know how to loosen the soil. Ask other friends!"
The pear tree asked the lamb: "Did you loosen the soil for us?" The lamb said, "I can only pull weeds, but I can't loosen the soil."
The pear tree asked the woodpecker: "Did you loosen the soil for us?" Have we loosened the soil?" The woodpecker said, "I can catch pests and treat trees, but I can't loosen the soil."
The pear tree asked the little bee again. The little bee said: "I can only collect nectar and transmit pollen, but I can't loosen the soil."
So who is the one who loosened the soil for the pear and apricot trees?
At this time , an earthworm emerged from the soil. The elephant said: "Oh, I remembered! It was this friend who loosened the soil for you."
The apricot and pear trees thanked the earthworms and sprinkled their petals on the ground to express their gratitude to the earthworms.
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