Teaching plan for Chinese education activities in kindergartens 1 1. Design intention:
In daily life, children always show curiosity, fear and other reactions when they see caterpillars. However, most children don't know that caterpillars will eventually become beautiful butterflies. We try to help small-class children perceive the process of a caterpillar turning into a butterfly through vivid short stories, and at the same time let them learn short sentences more coherently, so that children can fully understand the story and experience the joy of participating in literary activities while playing games, and match it with appropriate music at the appropriate time, such as playing lively and interesting music when crawling and soothing music when sleeping, so that children can make corresponding actions according to different music.
Second, the activity objectives:
Can actively participate in game activities, understand the content of the story, and experience the happiness of participating in literary activities.
Third, the important and difficult points
Focus: actively participate in activities.
Difficulties: Willing to communicate in language and speak completely.
Fourth, activity preparation:
1, tape recorder, movable tape, carpet
2. Scenes of apple trees (apple map), banana trees (banana map) and small trees (leaf map)
3. Each person has a caterpillar headdress and a butterfly headdress (with the class teacher)
4. Homemade storybooks
Verb (abbreviation of verb) activity flow:
(1) Children enter the activity room with music.
Children put on the "caterpillar" headdress and imitate the caterpillar crawling with music.
It's a beautiful day today. Let's go out and play with mom.
children's games
1, observe the grove
Look, babies, where are we? What's in the tree? What color are (apples, pears, leaves)?
Teacher's summary: There are red apples, yellow pears and green leaves in the Woods!
2. The game "The Story of the Caterpillar"
(1) teacher demonstration
After playing for a while, my mother was a little hungry. I'm going to find something delicious to fill her stomach. Let's have a rest here! (Before climbing the tree,' I like to eat red apples' said, I picked a red apple from the tree and cooked it.' I ate a red apple' and stuck the food on my stomach.)
Baby, what did your mother eat just now? (Guide the child to say' I ate a red apple' completely)
(2) Children try
Baby, are you hungry? (Hungry) What do you want to eat? Please find something you like to eat to fill your stomach! Come to your mother immediately after eating!
Children can freely choose what they want to eat, cook and eat by themselves, and stick the selected food on their stomachs. )
Which baby wants to tell mom what you ate? (Guide the children to say' I ate xx' in complete words.
(3) Children's rest
After eating, feel your stomach. Oh, I'm full. Let's go to sleep! (Playing background music)
(Sister Butterfly) Look, who's here? (Sister Butterfly) Is Sister Butterfly beautiful? Let's ask Sister Butterfly why she is so beautiful.
Sister Butterfly, why are you so beautiful? Sister Butterfly: Because I ate a lot of food.
Sister Butterfly said why she looks so good? (Because she ate a lot of food)
(4) Children try again (consolidation exercise)
Do you want to be beautiful? Then let's eat more and go to the Woods to find something delicious! (The children are looking for something to eat again)
What did you just eat? (Please talk about individual children)
Please tell your good friend what you ate! (mass: I ate xxx)
(5) Sister Butterfly tells stories
Look, Sister Butterfly is here again! (Sister Butterfly holds a story book) What else did Sister Butterfly bring us?
Sister Butterfly tells: Do you know, caterpillar? I am a caterpillar like you. You see, this is when I was a child, (pointing to the caterpillar on the cover) just like you! My mother told me,' Be beautiful and eat more'. So, I came to the apple tree, I ate a red apple, I came to the pear tree, I ate a yellow pear, I came to a small tree full of green leaves, I ate a green leaf, then I slept for a long time and woke up to become me now. (under the butterfly)
Oh, so, who was Sister Butterfly when she was a child? (Caterpillar) Do you want to be a beautiful flower? Let's go somewhere else and find something delicious!
Sixth, reflection activities:
At the beginning of this activity, the children's interest was very high and their enthusiasm for participation was very strong. But when the teacher went to observe the grove, he climbed too far. When the teacher went to eat, the children were too close to the grove, and some children went to pick things up by themselves. Although the teacher randomly instructed the children at that time, "Don't come over yet, there may be woodpeckers on the tree, so mom should have a look first", but it was already late. The children couldn't see the teacher's demonstration clearly at that time, went to eat and said what they had eaten, and they didn't reach the teacher's vision well. Eating for the second time is a kind of promotion and consolidation, so that children can talk to their good friends about what they have eaten. Perhaps it is the lack of requirements and exercises for children in daily life, so the children are very shy at this time, which is not enough in daily life, so the teacher puts them in a more difficult place. However, for teachers, this open class has made great progress, because this time the teachers are fully engaged and have no previous tension. Random ability is still weak in this respect and needs to be strengthened and improved in future daily life.
Kindergarten Language Education Activity Design Lesson 2 Activity Name:
Turn the world upside down
Activity objectives:
1, understand the story, with the help of the funny freshness caused by "upside down", naturally compare and contrast before and after the upside down.
2. You can boldly express the interesting and novel "upside down world" with words and paintings.
Activity preparation:
Story tapes, painting tools, etc.
Activity flow:
First, listen to the story.
1. What kind of place did Abel the crow come to?
2. Why is this a strange place?
3. What would Abel think when he saw such an upside-down world?
Second, discuss
1, after listening to this story, do you have any thoughts in your heart? (Guide children to tell their inner feelings, such as funny, funny, ridiculous, strange, etc. )
In the upside-down world, everything is upside down. Do you know other strange things that Abel the crow saw upside down? If you like, you can chat with your good friends or draw what you think.
Third, painting: upside down the world
1, children will imagine their own upside-down things in the form of paintings.
2. You say I guess. Children can guess the meaning of other people's paintings and listen to the author's own introduction.
Story: Turn the world upside down
There is a crow named Abel. It likes to fly to various places to see.
One day, Abel flew to a strange place. It saw a little mouse chasing a big cat. It's strange, Abel thought, that cats are chasing mice elsewhere. Why are there mice chasing cats here?
Just then, Abel saw something even stranger: a man was pulling a cart, but the horse was sitting in it. It's strange that all other places are carriages and people take cars. How can someone pull a cart here and a horse take a cart?
Abel the crow saw something strange again. There is a child rocking the cradle to put grandpa to sleep! Abel thought, this is really an upside-down world. Everything is upside down. Grandpa sat in the cradle and the children put him to sleep. Abel the crow flew around the world and saw many strange things.
Do you know what strange things Abel the crow saw upside down?
The third part of the kindergarten language education activity design plan design intention:
Happy Button is a pictorial narrative composed of four pictures. Barton, the hero of the story, is helpful. When others encounter difficulties, it is always willing to use its round characteristics to turn into various things to help others. When hearing compliments from others, it always says, "If you are happy, I am happy". Therefore, it has a resounding name called "Happy Button". Children in large classes have the ability to create stories based on pictures. However, in the previous picture teaching, I found that children can describe some stories by observing pictures and combining their own life experiences, but it is not vivid enough. The reason is that children lack attention to the details in the pictures.
Therefore, in the activity, I guided the children to observe, think and understand the details of the picture through a series of strategies, such as operating courseware, demonstrating narration, and reading homemade books with teachers and children, so as to stimulate their desire to tell and improve their quality of telling. In the first part, I introduced the circular characteristics of buttons, paving the way for the next series of useful behaviors. In the second part, I use FLASH technology to divide the first picture into two pictures to guide children to guess the plot and verify it. I also practiced the dialogue between the characters and encouraged the children to praise the buttons with appropriate adjectives. In this session, my children and I explored how to tell the details together, and jointly completed the first demonstration, that is, creating a story based on the first picture. In the third part, I focus on guiding children to make full and reasonable imagination according to the content of the picture, and complete the second demonstration story with children as the main body and teachers as the auxiliary, that is, create several different storylines according to the second picture. In the fourth link, I guide the children to read the self-made little book independently, and use the ideas and methods mentioned before to create and tell the remaining two pictures independently. In the fifth link, I guide children to experience the happiness of helping others, encourage children to tell their own experiences of helping others, and truly realize the transformation from "story" to "life". In short, this activity is promoted layer by layer, which not only focuses on cultivating children's language expression ability, but also promotes the development of children's observation, imagination and thinking ability.
Goal:
1. Be able to observe the content of the picture and create the storyline reasonably and coherently.
2. Learn the dialogue between the roles and use adjectives to praise the small buttons appropriately.
Knowing how to help others is a happy thing.
Prepare:
Courseware Happy Button, Bandari's music, self-made little book Happy Button.
Process:
First, the teacher talks with the children and leads to the story.
Teacher: Do you know which things are round?
Young people: wheels/biscuits/bottle caps ...
Teacher: So many round things! I also brought some things here today. Look, what is this? (Click on the courseware and a button picture will appear. )
Yang: It's a bit like a button.
Teacher: That's right. It is a happy button, and it likes to help others very much. Barton is going to travel. Let's see who it will help and how it will help them during the trip.
Second, observe the picture 1, teachers and children create stories together.
1. The child observes in the picture 1 (1), which leads to the first story.
Teacher: Who is on the screen?
Little mouse.
Teacher: What is the little mouse doing? Where's its car?
Yang: A wheel is missing from the mouse's car.
Teacher: Really. The mouse's car is missing a wheel and can't drive. How will that little button help?
The little button can buy a wheel for the little mouse to wear.
Yang: Small buttons will help the mouse find the wheel.
Small buttons may turn into wheels.
Teacher: Let's see how the little button helps the little mouse. [The courseware screen is switched to above the fold's (2)] Wow, the little button really becomes a wheel! The mouse really likes this button wheel. What will it say to the little button?
Yang: Thank you!
Teacher: Besides saying "thank you", the mouse praised the button wheel in one sentence! It says, "What an interesting button wheel!" Let's talk about it together
Teacher: Now please praise the button wheel with a nice word. Yang: What an interesting button wheel!
Teacher: This sentence is really nice! Let's learn from him! Anything else?
Yang: What a comfortable button wheel!
Yang: What an interesting button wheel!
Teacher: After listening to so many praises, Little Barton said, "Your happiness is my happiness!" " "
Teacher: What does this little button mean?
Yang: Your happiness is my happiness!
The teacher leads the children to tell the first story.
Teacher: How happy the little button helped the little mouse! Let's talk about this happy thing completely, shall we?
Third, the observation screen 2, teachers and children cooperate to create multiple stories.
1. The teacher guides the children to observe, imagine and tell the plot of the second picture.
Teacher: The little button helps the little mouse. Go on, who did you meet?
Little rabbit.
Teacher: What has the little button become?
Yang: Gold medal!
Teacher: How do you know?
The little button hangs around the rabbit's neck.
Teacher: Why did the little button become the gold medal of the little rabbit?
Little rabbit won the first place in the sports meeting, but he lost the gold medal and cried sadly. So, the little button became a gold medal and was given to the little rabbit.
Teacher: Are there any other reasons?
Yang: The second race of "Tortoise and Rabbit Race" has started. Bunny learned the lesson from the last race, ran the whole course in one breath and won the championship. As a result, the small button became a gold medal for rewarding the rabbit.
Teacher: This rabbit is wearing a golden button. It's really nice! What will it say to the little button? Please say "how" in a nice way as before.
Yang: What a special button gold medal!
Yang: What a beautiful button gold medal!
Teacher: What does this little button say?
Yang: Your happiness is my happiness!
2. The teacher guides the children to expand their imagination, continue to create and tell the plot of the second picture.
Teacher: XXX children think that the button on the rabbit's neck is a gold medal. Does everyone think it's a gold medal? Who else has different opinions?
Young man: Necklace.
Teacher: Why did the little button become the necklace of the little rabbit?
Little rabbit wanted to attend a fancy dress ball, but there was no necklace, so the little button became a button necklace and gave it to little rabbit.
Teacher: The rabbit is wearing a button necklace. What will it say?
Yang: What a beautiful button necklace!
Yang: What an exquisite button necklace!
Teacher: What about the little button?
Yang: Your happiness is my happiness.
4. Children read self-made books, observe, imagine, create and tell the stories in pictures 3 and 4.
1. Children read self-made books, create stories, and teachers tour to guide them. (Playing Bandari's music. )
Teacher: Just now, we made up a story about a small button to help mice and rabbits. What a clever boy! The teacher prepared a small book for each child. Please take a look, think about it, and talk about who and how the little button helped in the next trip. If you have difficulties, you can look at it. Think about the story that the little button in front helped the little mouse and rabbit. When you think about it, you can tell it to the children next to you.
2. Children communicate in groups and tell the third and fourth stories.
Teacher: Now please come up and tell your own story. Which child will come first?
Teacher: Does anyone else have any other ideas?
Fifth, experience the happy feeling of the small button in real life.
Teacher: What little button is this?
Young: the little button that loves to help others.
Teacher: What does it always say when others thank you?
Yang: Your happiness is my happiness!
Teacher: Why does Barton always say "Your happiness is my happiness"?
Young: Because it likes to help others.
Teacher: Do you like this happy and helpful little button?
Yang: Yes.
Teacher: Have you ever helped others? How do you help others? How do you feel about helping others?
Yang: I help grandma wear glasses. I feel very happy.
Yang: I'm happy to help my little brother and sister get dressed.
Teacher: You are great! Please make up a good story about the happiness of helping others and tell it to everyone next time.
Extended activities:
1. Children can continue to draw and create stories of "Happy Button Travel" in regional activities.
2. Make up a story of helping others and share it through the class "short story meeting".
3. Record the good deeds in daily life in various forms and feel the mutual care between people.
Kindergarten Language Education Activity Design Teaching Plan 4 Activity Preparation
A monkey toy, a leaf path and five stick figures.
Activity process
(A), scene import
1, organize children's activities to line up outside and show the little monkey: Who's the child? (Monkey) He invited us to his house to play. Do you want to go? (thinking)
Let's go together. Organize children to walk into the activity room.
3. hey? Children, what do you hear? (The child answers)
4. Why do leaves have sounds? (It will ring when you step on it)
5. Teachers organize children to listen to the difference between the voices of teachers and children walking on leaves (jumping alternately with one foot and two feet, walking fast on tiptoe, walking slowly, trampling hard, etc.). ), let the children fully experience the differences in the sounds made by leaves, and learn the words expressing sounds from the teacher (Hua, kicking, rustling, etc.). The conclusion is that different walking styles make different sounds. Pave the way for listening to stories.
(2) Listen to stories
1, show the little monkey; Welcome, please come in and sit down. (Organize children to sit down and carry out activities)
2. Little Monkey: Just now, I heard that the children were having a good time on the Ye Dao. For a time, they clicked, kicked and rustled. How did the path make all this noise? (Ask individual children to answer their postures and sounds when they walk along the path. )
3. Little Monkey: This path can not only make a lot of noises, but also tell stories. do you want to hear it ?
4. The teacher tells stories and the children appreciate them.
5. Question: After listening to the children's stories, let's play a game. I'm going to learn voice. You can guess which small animal in the story is coming. What is it like? The teacher studied hedgehog and rabbit respectively, and showed a wall chart to help understand. Guide children to pay attention to their different ways of walking. What is the sound of a grasshopper jumping into the path? (Guide the children to say that the grasshopper is very small and the leaves are used as a small bed)
(3) Game: imitate small animals and walk into the path.
1, Little Monkey: Children, the little hedgehog rustles, the grasshopper squeaks and the rabbit stomps on the noisy path. What other small animals will walk on the path? Do you want to give it a try (organize children to come out and experience learning audio words together)?
2. Organize children to experience the sound of small animals walking on the path. Teachers refine the words of small friends, lambs, turtles, friends with strong organizational skills and friends with weak abilities.
3.End: Well, the children must be tired after playing for so long. Now let's go home. Let's say goodbye to the little monkey.
Activity expansion
Organize children to experience more beautiful sounds on the outdoor deciduous road.
Design intent
Winter comes and leaves fall. In order to let children feel the ever-changing sounds in nature, imitate the way small animals walk, learn onomatopoeia and experience the fun brought by different postures, I designed an activity class of thinking path.
moving target
1, boldly imagine and try to show the scene of small animals and wind passing through noisy paths.
2. Enjoy listening to the sounds of leaves and cultivate the feelings of loving nature.
Important and difficult activities
Key points: imagine boldly and try to express difficulties: be willing to associate and try to express in words.
The teaching objectives of teaching plan 5 of kindergarten language education activity design;
1, understand the story, further understand the changing process of the moon, and know that the moon is changing every day.
2. Learn the beautiful language in the story and expand your imagination according to the story.
Prepare:
There are 4 pictures of the moon change and 3 pictures of clothes.
Paper, scissors, glue, crayons, markers and so on.
Process:
1, lead in, lead to the topic of the moon making clothes,
(1) Introduction activities in the form of riddles,
Teacher: Sometimes it's as round as a plate, and sometimes it's as curved as a boat. What is this? Look up at the sky at night, (the moon)
(2) Teacher: Winter is coming, and the weather is cold. People wear thick clothes. Miss Moon also feels cold and wants to make a dress. What kind of clothes do you think Miss Moon should make? Children discussion
2. Combine the pictures and enjoy the story in sections.
(1) The teacher speaks the first paragraph.
Question: A, alas, why can't the tailor make clothes for her? Because she has gained a little weight, like a curved sickle.
B, what should I do? The child replied.
(2) The teacher speaks the second paragraph.
Question: A. Can she put on the clothes made by the tailor again this time? (can't)
B, alas! What the hell is going on? Miss Moon is getting fat again, bending like a boat.
(3) The teacher speaks the third paragraph.
Question: A. Can Miss Moon put on new clothes this time? (Can't) Why? (Because she looks like a disc again)
B, will the tailor make her clothes again? (No, because her figure is not accurate)
C, why is her figure not accurate? (Because she changes every day)
Teacher: The name of the story we learned today is "Moon Girl Making Clothes". Then let's enjoy this story again.
3. Combine the pictures and enjoy the story completely.
Question: How did the Moon Girl change? Guide children to learn the words and expressions of the moon, such as thin and curved like an eyebrow, curved like a sickle, curved like a boat, and round like a plate.
4. Make clothes for the moon girl.
(1) Teacher: It turns out that Miss Moon is changing every day. We children can also observe the changes of the moon at ordinary times. Now Moon Girl hasn't put on clothes that suit her. She will be cold when she comes out at night! If you were asked to be a tailor, what kind of clothes would you make for the moon girl? Children answer
(2) Children make clothes and teachers guide them.
(3) Let the children introduce their clothes.
Kindergarten Language Education Activity Design Teaching Plan 6 Objectives:
1. Feel the differences in tone, intonation and phonological rhythm to make the language produce beautiful and pleasant effects, thus stimulating children's interest in appreciating literary works.
2. On the basis of listening carefully to words and phrases, help children understand the main plot and role image of poetry and feel funny and critical feelings.
3, understanding words: refined, quarrelsome, monotonous, in a daze.
Prepare:
Background pictures correspond to poems and inserted characters.
Process:
First, introduction.
1 (showing the background picture) Guess whose home this is? How do you know this is the home of mice?
2. Do you like mice? Why?
Second, appreciate and understand the first natural paragraph of poetry. (Why it happened)
1, enjoy the first natural passage of poetry.
2. After appreciating it, I asked: How did the mother mouse put the mouse to sleep?
Third, appreciate and perceive fairy tales, and initially understand the image and main plot of the role.
1, recite. (Reflect different roles, different intonation and pitch, and let Gong Er know the artistic conception and role image of poetry)
2. Ask questions after reading:
(1) How do you feel when you hear this poem? What words are nice and interesting?
(2) What animal mothers did the mother mouse invite to put the baby to sleep?
Fourth, re-appreciate poetry and understand the development order of poetry plots.
1, the teacher shows the corresponding roles while reciting.
2. Ask questions after reading:
(1) Where is the mouse? From which words can you feel that the mouse was eaten by the cat?
(2) Why doesn't the mouse want its mother to put it to sleep?
Feedback random guidance according to children's information. (supplementary question: what kind of sound is "good"? Why does the mouse say that ducks sound like arguments? What is "monotony"? What does it mean to be in a daze?
Fifth, discuss, analyze and understand the theme of poetry.
1. What kind of mouse do you think this is after listening to the fairy tale? What's stupid?
The mother mouse clearly knows that the cat wants to eat the mouse. Why did she invite a cat to coax the baby?
Sixth, hypothetical thinking.
1. If you were a mouse mother, what method would you use to put the baby to sleep?
2. If you were a clever mouse, what would you do?
A fairy tale poem: the story of a stupid mouse
Mother mouse shook her baby, "squeak, squeak, go to sleep quickly, and the candle head will feed you."
The mouse said, "Don't shake, don't shake, your voice is very thin."
Please invite the duck to shake the baby. "Hey, hey, hurry to sleep, the bugs will give you a full meal."
The mouse said, "Don't shake, don't shake. Your voice sounds like an argument. "
Please invite the frog to shake the baby. "Quack quack, go to sleep quickly, mosquitoes will feed you."
The mouse said, "Don't shake, don't shake, your voice is too monotonous."
Ask the fish to shake the baby, only to see the fish mouths-I heard nothing. The mouse said, "Don't shake, don't shake, your voice is really small."
Please invite the big cat to shake the baby. "Meow meow, go to sleep, Vivi Vivi ..."
The mouse said in a daze, "Your voice is really nice and sweet … No … Come on …" "
Mother mouse came home, looked at the bed and then at the bed. Where is the mouse? She didn't find it.