As a faculty member, it is necessary to prepare detailed lesson plans. With the help of lesson plans, you can appropriately select and apply teaching methods and mobilize students' enthusiasm for learning. How to write a lesson plan? The following is a small class language lesson plan "Autumn Leaves Gone" that I carefully compiled. You are welcome to read it. I hope you will like it. Small class language lesson plan "Autumn Leaves Gone with the Wind" 1
Activity objectives
1 Initial understanding of the story and the natural phenomenon of falling leaves in autumn.
2 Learn to tell short sentences in stories: "Leaves, can you be my ⅹⅹ?"
3 Be willing to use action language to express the plot of the story, and initially experience the beauty of literary works.
4. Guide children to learn and understand life through stories and games.
5. Encourage children to dare to express their opinions boldly.
Teaching key points and difficulties
1 Feel the natural phenomenon of falling leaves in autumn
2 Be willing to use action language to express the storyline
Activity preparation< /p>
Before class 1, take children outdoors to observe the autumn scenery, pick up fallen leaves, observe autumn insects and other activities.
2 velvet pictures, a big book and a leaf headdress.
Activity process
1. Introduce the topic
1. The teacher threw the fallen leaves and said: "Autumn is here, the autumn wind is blowing, and the baby leaves are falling from the big trees. When it floats down, where will it land? Children, guess what? "Encourage children to speak freely. So where do the little leaves fall? The teacher brought a nice story "Autumn Leaves Gone with the Wind", and the children will understand it if they listen carefully.
2. The teacher uses velvet teaching aids to tell the story
Question: Did the children hear it? Where did the leaves fall? Children speak freely.
3. Understand the prose in sections and encourage children to express it with corresponding actions.
1. Where did the leaves fall? (on the grass). Who came over to talk to the leaves? (The article comes from. Kindergarten Learning Network Lesson Plan Network) (Xiao Chong). What does the insect want to do with the leaves? (cabin). ***The classmate said the dialogue: "Leaf, can you be my ⅹⅹ?" Teachers and children play roles: children crawl to the teacher and say: "Leaf, can you be my ⅹⅹ?", "Okay ,OK!". How do bugs use leaves as cabins? (Lie under the leaves), make a lying motion to help children understand.
2. Where did the leaves fall? (ditch). Who came over to talk to the leaves? (Ant). What do the ants think of the leaves? (boat). ***Classmate said the dialogue: "Ye Ye, can you be my ⅹⅹ?" Ask 4 children to play roles and learn the dialogue. If you were a little ant, how would you sit on the leaves? Let's try it together.
3. Where did the leaves fall? (river). Who came over to talk to the leaves? (small fish). What does the little fish want to do with the leaves? (small umbrella). ***Classmate said the conversation: "Leaf, can you be my ⅹⅹ?" The children imitated the corresponding actions together.
4. Tell the story completely
Use big books to tell the story completely with the children, focusing on letting the children learn the dialogue in the story.
5. Expansion and extension activities:
The leaves are floating. Where else will they fall besides falling on the grass, in the ditch, or in the river? Let's make a leaf together and float it wherever we want? Finish.
Abstract: Autumn is here, and there are falling autumn leaves everywhere. Red, yellow, and rich and diverse leaves provide children with space to explore, discover, and express. Children love leaves. Every time they take a walk on campus or do outdoor activities, they always pick up leaves and discuss, imagine and think about them enthusiastically. In life, children will be interested in a piece of grass or a fallen leaf, and are full of curiosity. Autumn leaves not only develop their wisdom, but also inspire their beautiful emotions of loving nature and loving life.
With the deepening of the second phase of curriculum reform and the increasing emphasis on early childhood education, we are increasingly aware of the importance of cultivating children's language expression ability. Children in small classes are more active and curious about things, but their language expression ability is still in the embryonic stage, so in this class, children are encouraged to express themselves with corresponding actions. This activity has rich language and beautiful works. During the performance, children can be exposed to literary language and learn to use language, movements, and expressions to express literary works in specific situations. Therefore, it can greatly enrich children's vocabulary and develop their imagination. Language expression ability.
Keywords: action, language material, performance
Text: Letting action performance penetrate into language is a creative game that can give full play to children's enthusiasm, initiative and creativity. Therefore, using this activity and combining the characteristics of the children in the class, a preliminary attempt was made in "developing children's expressive ability in situational performances". Interest is the key to children's learning, especially for children in small classes. During the implementation of this lesson, the teacher grasped the children's interest points well and successfully carried out the activity.
In terms of organizational form, I chose the form of alternating movement and static. From the beginning, I used the method of throwing fallen leaves to mobilize the enthusiasm of children and create an environment of falling leaves in autumn, so that children can have an intuitive experience of falling leaves. At the same time, the activity design takes into account the age characteristics and learning characteristics of children. During the implementation process, children are fully mobilized to fully mobilize their senses to participate in learning through watching, listening, doing actions, playing games, etc. I always take children as the main body, so that children can express themselves boldly in activities, be willing to speak, and dare to speak boldly. The classroom atmosphere is active and the teaching effect is better achieved. As stated in the "Outline": "Language ability is developed in the process of use. The key to developing children's language is to create a place where they want to say, dare to say, like to say, have the opportunity to say, and get positive feedback. "Responsive environment."
This activity stimulated children's desire to express: leaves fell on the boat, leaves fell in the ditch, and leaves fell in the river. Then I use a sentence: The teacher brought a nice story. Where did the leaves in the story fall? What interesting things happen are naturally introduced into the stories told by the teacher. Then I used a method of combining narration and questioning in sections with role performances. Each section changed to a different role play. Teachers and students played the role together, so that the children could learn the language of the role in the scenario play, so as to achieve the teacher's preset expectations. Target. Children learn in a pleasant mood from beginning to end, creating an environment where children want to say, dare to say, and like to say. Even the new children today and the child Xu Zhihao who has always been reluctant to participate happily participated in it. Finally, the activity ended in an atmosphere of reading a big book with the children and telling a complete story.
Of course, during the implementation of the activities, we also found that some words such as "ditch" and "yard" in the teaching materials have become less common among young children due to the rapid development of modern society. It is not easy to understand, so it can be modified in the future implementation process so that children can better understand and master it.
Secondly, children’s speech abilities are different. Children with strong abilities often participate actively and perform proactively and creatively, while children with weaker abilities watch from the sidelines or barely speak a few words. In response to this situation, we guide the children to lead the weak with the strong, so that the children with stronger abilities can lead the children with weaker abilities to participate together. In this activity, I acted as a role performer in the form of a group. They took on the roles of "big tree", "grass", "hut" and "little insect" respectively, so that the whole class of children participated, thus promoting Improve the overall children's language ability.
The movement of falling autumn leaves is a natural fit with the jumping hearts of young children. The rich and diverse leaves provide children with a broad space for exploration, discovery, and expression. The swaying, colorful leaves are a world. We enter the world of fallen leaves with young children, helping them construct their own cognitive structure, develop their own wisdom, and inspire a love for nature and life. It is also in this activity that children overcome their limitations in cognition and expression, break through their original levels, and enter a state of conscious and active learning.
Early childhood is a period of language initiative development. If children’s active participation is encouraged, children will develop a personality of bold participation and initiative. Every child needs encouragement, just like plants need sunshine, rain and dew. When young children try to do something, they may fail, so teachers' encouragement and appropriate guidance are particularly important. For characters that are unfamiliar and difficult to perform in performances, such as the "big tree" character in this activity, teachers will perform the performance at the beginning, and then lead the children to actively participate and dare to participate in each performance activity. Praise young children who try; patiently guide timid children, encourage and support them in a timely manner, strengthen them emotionally, and encourage children to dare to try, so that their verbal expression ability can be continuously improved.
Through the exploration and practice of this activity, I deeply realized that situational performance not only improves children's understanding and interest in literary works, develops their imagination and creativity, but more importantly It promotes the positive development of children's speech and lays a foundation for children to further learn and master literary works in the future. Small class language lesson plan "Autumn Leaves Falling" 2
Activity goals
1. Understand the content of the prose and feel the beauty of falling leaves in autumn.
2. Learn vocabulary: fall, climb, lie down, sit, swim, hide, etc., and be able to actively participate in situational games.
3. Stimulate children’s interest in expressing and communicating boldly in front of the group.
4. Teach children to develop a careful and serious learning attitude.
Activity preparation
1. PPT courseware "Autumn Leaves Gone with the Wind".
2. A big leaf.
3. Background music: "Autumn".
4. Children sit in a semicircle.
Activity process
1. Introduce the topic and recall the experience.
Question: Autumn is here, the autumn wind is blowing, what happened to the leaves on the big trees?
2. Appreciate it in sections and understand the content of the prose.
1. Understand the first situation: a paragraph of Xiao Chong.
Question:
(1) The leaves fell on the ground, who crawled over?
(2) The little insect crawled over and said: "Leaves, you should Is my cabin good?" What did the little bug say?
(3) The little bug is so comfortable lying under the leaves! Little bugs, crawl over and lie under the leaves, is it comfortable?
2. Understand the second situation: a piece of content about ants.
Question:
(1) The leaf fell into the ditch, who climbed over?
(2) The ant said to the leaf: "Leaf ", you can be my boat, okay?" What did the ant say?
(3) The ants are so comfortable sitting under the leaves! Little ants, crawl over and sit under the leaves to try.
3. Understand the third situation: Xiaoyu’s paragraph.
Questions:
(1) Where did the leaves fall? Who came to talk to the leaves?
(2) What did the little fish say? Teacher Young classmate *** talks about the conversation.
(3) The leaves turn into small umbrellas and are waiting for you! The little fish swim over quickly, how do you feel about hiding under the leaves?
4. Understand the fourth situation: little swallows a piece of content.
Introduction: The leaves fell in the yard, and the little swallow saw it and said happily: "A letter has come, a letter has come, urging us to go to the south quickly!" (Teachers and children learn together)
3. Appreciate the prose completely based on the courseware.
4. The activity ends and the situation extends.
Introduction: The weather is getting cold, let’s fly to the south together!
Attached prose: Autumn leaves are floating
The autumn wind is blowing, and the weather is getting cold. , leaves fell from the branches.
The leaves fell on the ground, and the little bug crawled over and said, "Leaf, can you be my hut?" The leaf said, "Okay..., okay." The little bug lay under the leaves, So comfortable!
The leaves fell in the ditch, and the ants crawled over and said, "Leaves, you can be my boat, okay?" The leaves said, "Okay, okay." The ants sat on the leaves. It's so comfortable up there!
The leaf fell into the river, and the little fish swam over and said, "Leaf, can you be my little umbrella, okay?" The leaf said, "Okay, okay." The little fish hid under the leaves, so comfortable!
The leaves fell into the yard, and the little swallow saw it and said happily: "A letter has come, a letter has come, urging us to go to the south quickly!"
Teaching reflection
In terms of organizational form, I chose the form of alternating movement and static. In the beginning, I first used the method of throwing leaves to bring the children into the artistic conception of falling autumn leaves, inspiring The children's desire to express: leaves fell on the boat, leaves fell in the ditch, leaves fell in the river... Then I used a sentence: The teacher brought a nice story, and in the end did the leaves in the story fall? Where? What interesting things happen are naturally introduced into the stories told by the teacher. Then I used a method of combining narration and questioning in sections with role performances. Each section changed to a different role play. Teachers and students played the roles together, so that the children could learn the language of the role in the scenario play, so as to achieve the teacher's preset expectations. Target. Children learn in a pleasant mood from beginning to end, creating an environment where children want to say, dare to say, and like to say. Even the new children today and the child Xu Zhihao who has always been reluctant to participate happily participated in it. Finally, the activity ended in an atmosphere of reading a big book with the children and telling a complete story. Small class language lesson plan "Autumn Leaves Gone with the Wind" 3
Activity goals:
1. Appreciate prose and initially perceive the content of the prose.
2. Learn vocabulary: fall, climb, lie down, sit, swim, hide, etc.
Activity focus:
Understand the content of the story and perceive the beauty of autumn.
Activity difficulty:
Learn vocabulary: fall, climb, Lying, sitting, swimming, hiding, etc.
Activity preparation:
Flash animation courseware, tape recorder, related tapes, "Children's Picture Book"
Activity process:
1. Import : Mobilize existing experience to perceive the changes of leaves in autumn.
Teacher: Autumn is here. How have the leaves in the book changed?
The teacher summarized and introduced the content of the prose: Autumn is here, the leaves on the trees turn red, turn yellow, and fall one after another. Where did they fall? Who did you meet? Let's listen to the prose "Autumn Leaves Gone" together and we'll find out.
2. Appreciate the prose in sections and get a preliminary understanding of its content
(Play the first part of the flash courseware)
(1) Ask the children to use movements to express the falling leaves. Appearance
Teacher: Autumn is here and the weather is getting colder. Small leaves are falling from the branches. How do the small leaves fall from the branches? Are there any children willing to come forward and perform a performance?
(2) The teacher summarizes how children learn the word "falling"
Teacher: This action also has a nice name called "falling".
(The teacher leads the children to learn the sentences in the prose while doing the actions)
(3) Continue to enjoy the second part of the prose
Teacher: Where did the little leaves fall? Who did you meet?
Show slide 1: Falling to the ground, who is coming? How did it come about? What does the insect want the leaves to think of as its own? How is it done? (Guide children to learn how insects use their movements to express "crawling" and "lying down")
Show slide 2: Falling by the river, who is coming? How did it come about? What does the ant want the leaves to think of as its own? How is it done? (Guide children to learn how ants use actions to express "sitting")
Show slide 3: Fall into the river, who comes? How did it come about? What does the little fish want the leaves to think of as its own? How is it done? (Guide children to learn how small fish use movements to express "swim" and "hide")
Show slide 4: Where did it end up? Who saw it? What do swallows think of leaves? What did it say happily?
3. Appreciate it as a whole again
Children can fully appreciate the flash animation and perceive the content of the prose as a whole. (Children listen to the teacher and use movements to remind them)
4. Children read the "Children's Picture Book"
Ask the children to open the first page of the children's picture book and listen to the recording while reading the pictures and narrating the prose. . (Individual guidance from teachers)
5. Extension of the activity: Ask the children to go home to collect fallen leaves and take a look. What do the fallen leaves look like? What else can it be regarded as? Then I will tell you that we will continue to write prose together. Small class language lesson plan "Autumn Leaves Gone with the Wind" 4
Teaching objectives:
1. Preliminarily understand the content of the prose and feel the interest of the work.
2. Further deepen your understanding of the natural phenomenon of falling leaves in autumn and feel the beauty of autumn.
3. Learn vocabulary: fall, climb, lie down, sit, swim, hide, etc.
Teaching preparation:
1. Essay pictures or accompanying wall charts.
2. I picked up some fallen leaves outdoors beforehand.
3. Pictures of the four small animals mentioned in the essay.
Teaching focus and difficulty:
Increase children’s vocabulary through appreciation and expression, thereby developing children’s language expression ability.
Teaching methods and means: chart demonstration method, discussion and communication method
Teaching process:
1. Introduction activities.
1. Teacher: Autumn is here. How have the leaves on the trees changed? How did the leaf baby come down from the big tree mother? Who will learn it?
2. Teacher: If the baby leaf leaves its mother, where will it land when it floats? Kids, guess what?
2. Guide children to understand the content of prose.
1. Teacher: Today the teacher will tell you a prose. Come and listen to where the baby leaves have fallen.
(The teacher will teach prose and perform some actions, the emotions should be rich and exaggerated)
2. Teacher: Where did the leaves fall? Which little animals are coming? How did they get here?
(The teacher shows the pictures and performs actions to guide the children when they answer)
3. Appreciate the prose again.
Using the prose pictures or matching wall charts, the teacher tells the prose completely.
4. Game: Autumn Leaves Gone.
The teacher was speaking prose while holding fallen leaves in his hands. The children were learning about small animals and could speak them simply. Small class language lesson plan "Autumn Leaves Gone" 5
Objectives:
1 Preliminarily understand the content of the story and feel the natural phenomenon of falling leaves in autumn.
2. Learn to tell short sentences in stories: "Leaves, can you be my ⅹⅹ?"
3. Be willing to use action language to express the plot of the story, and initially experience the beauty of literary works.
Preparation:
Before class 1, take children outdoors to observe the autumn scenery, pick up fallen leaves, observe autumn insects and other activities.
2 velvet pictures, a big book and a leaf headdress.
Activity process:
1. Introducing the topic
1. The teacher threw the fallen leaves and said: "Autumn is here, the autumn wind is blowing, and the baby leaves grow from big to small. When it falls from the tree, guess where it will land. "Encourage children to speak freely. So where do the little leaves fall? The teacher brought a nice story "Autumn Leaves Gone with the Wind", and the children will understand it if they listen carefully.
2. The teacher uses velvet teaching aids to tell the story
Question: Did the children hear it? Where did the leaves fall? Children speak freely.
3|. Understand the prose paragraph by paragraph and encourage children to express it with corresponding actions.
1. Where did the leaves fall? (on the grass). Who came over to talk to the leaves? (bug). What does the insect want to do with the leaves? (cabin).
***The classmate said the dialogue: "Leaf, can you be my ⅹⅹ?" Teachers and children play roles: children crawl to the teacher and say: "Leaf, can you be my ⅹⅹ?", "Okay ,OK!". How do bugs use leaves as cabins? (Lie under the leaves), make a lying motion to help children understand.
2. Where did the leaves fall? (ditch). Who came over to talk to the leaves? (Ant). What do the ants think of the leaves? (boat). ***Classmate said the dialogue: "Ye Ye, can you be my ⅹⅹ?" Ask 4 children to play roles and learn the dialogue. If you were a little ant, how would you sit on the leaves? Let's try it together.
3. Where did the leaves fall? (river). Who came over to talk to the leaves? (small fish). What does the little fish want to do with the leaves? (small umbrella). ***Classmate said the conversation: "Leaf, can you be my ⅹⅹ?" The children imitated the corresponding actions together.
4. Tell the story completely
Use big books to tell the story completely with the children, focusing on letting the children learn the dialogue in the story.
5. Expansion and extension activities:
The leaves are floating. Where else will they fall besides falling on the grass, in the ditch, or in the river? Let's make a leaf together and float it wherever we want? Finish.
Reflection on the language activity "Autumn Leaves Gone with the Wind":
1. According to the age characteristics of the children in this class, appropriately delete the content and objectives of the work.
This class was taught last year. I further improved the work based on the revisions last year. For example: In addition to changing the content of the original prose appreciation activity into a story lesson, the content was also deleted, and the first three paragraphs with the same structure and similar meaning were selected, while the last paragraph was more difficult for children to understand and the sentence structure was different. Delete different content and replace it with "leaves are fluttering..." that can arouse children's imagination and are easy for children to accept and understand. Large picture books were added to the preparatory activities, and corresponding goal requirements were formulated based on the age characteristics and receptive abilities of the children in this class: 1. Preliminarily understand the content of the story and feel the natural phenomenon of falling leaves in autumn. 2. Learn to tell short sentences in stories: "Leaves, can you be my ⅹⅹ?" 3. Be willing to use action language to express the plot of the story, and initially feel the beauty of literary works.
2. Use role-playing to stimulate children’s desire to actively participate and express.
In terms of organizational form, I chose the form of alternating movement and static. In the beginning, I first used the method of throwing leaves to bring the children into the artistic conception of falling autumn leaves, stimulating the children's desire to express: The leaves fell on the boat, the leaves fell in the ditch, and the leaves fell in the river. . . Then I use a sentence: The teacher brought a nice story. Where did the leaves in the story fall? What interesting things happen are naturally introduced into the stories told by the teacher. Then I used a method of combining narration and questioning in sections with role performances. Each section changed to a different role play. Teachers and students played the roles together, so that the children could learn the language of the role in the scenario play, so as to achieve the teacher's preset expectations. Target. Children learn in a pleasant mood from beginning to end, creating an environment where children want to say, dare to say, and like to say. Even the new children today and the child Xu Zhihao who has always been reluctant to participate happily participated in it. Finally, the activity ended in an atmosphere of reading a big book with the children and telling a complete story.
3. Shortcomings in this activity:
1. Since the weather was always cloudy when this topic was carried out, children were not provided with good observation opportunities. It cannot better expand children's existing experience and develop children's creative thinking.
2. You should also improve your coping strategies in class: When I asked after telling the first paragraph of the story: How should the leaves fall in the river and the little fish swim over and talk to the leaves: Child Shen Runxi replied: "Leaves, I will be yours" How are you, my good friend?" I didn't respond in time, but asked: Is this what Xiaoyu said? I always want to quickly pull the child's answer into my own predetermined answer. It wasn't until the second paragraph that I gave a better response: You are right, you want to be good friends with the leaves, but the little ant has different ideas from you. Let the teacher quietly ask it and it will know. Thereby responding better to young children. It's a pity that the response was a little late. Therefore, teaching is a process of continuous innovation, which requires our teachers to continuously improve their professional qualities in order to make their classroom teaching more effective.
The above is my own reflection after taking this class. There are still many shortcomings. I sincerely ask all teachers to provide valuable opinions! *** Let’s discuss improvements together.