Six articles on the compilation of language activity lesson plans for kindergarten classes
As a people’s teacher who specializes in teaching others and solving their doubts, it is necessary to prepare detailed lesson plans. The lesson plans are teaching materials and The link and bridge between syllabus and classroom teaching. So what kind of lesson plan is a good one? Below are 6 language activity lesson plans for kindergarten classes that I have collected and compiled. You are welcome to learn from them and refer to them. I hope they will be helpful to you.
Lesson Plan for Language Activities for Kindergarten Classes 1
Language for Kindergarten Classes:
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Activity Goals:
1. Guide children to experience the beautiful artistic conception and rich imagination of poetry, and stimulate children's interest in poetry.
2. On the basis of mastering poetry, learn to imitate poetry.
3. Develop children’s imagination and ability to express life in the form of poetry.
Activity preparation:
1. Computer courseware.
2. Background picture: big tree, dog house, mother chicken: single animal pattern: chick, puppy
Activity process:
1. Conversation Introduction:
1. Children listen to cheerful music, clap their hands and enter the activity room. Then the music changes to a lullaby. The teacher asks: "Listening to the current music, how do you feel?" (Want to Sleep) shown in the courseware Baby, guide the children to discuss. The baby also wants to sleep. Who will coax her and how? Who is the baby's cradle?
2. The children collectively think of a solution and ask individual children to come forward and demonstrate how to coax the baby to sleep.
The teacher recited while demonstrating: "The mother's hand is a cradle, rocking the baby, singing softly, and the baby falls asleep."
3. "And Some babies also want to sleep, who are they? "The courseware shows star babies, fish babies, and flower babies. Inspire young children to imagine where the homes of these babies are? Who is their cradle? Who will put the baby to sleep?
4. "With the help of the children, the star baby, fish baby and flower baby all found their own homes, and they fell asleep comfortably at home. Looking at the babies' happy faces, I have compiled a poem, and the name of this poem is Cradle. Please enjoy it and listen carefully to what is said in the poem." (courseware presentation).
2. Show the courseware and understand the content of the poem:
1. Show the courseware and appreciate the first poem (the teacher recites the poem to the music emotionally)
— —Ask "Children, take a closer look and listen. What cradles are there in the poem? Who is rocking them?"
Guide the children to answer using the language in the poem (The blue sky is the cradle, rocking it) Star baby; the white clouds are floating gently, and the star baby is asleep) (show the background picture based on the children's answers)
(With the soft background music, the teacher recited in a soft and soothing tone, creating a beautiful scene. The atmosphere can help children better understand the artistic conception of the poem)
Summary: We know that the blue sky, sea, garden, and mother’s hands are cradle. They rock their cute babies to sleep. How does the baby fall asleep? Please listen carefully.
2. Watch the courseware and appreciate the poem in sections
(1) (Play the courseware of the first section of the poem) Ask: How did Baby Star fall asleep?
Children: White clouds are floating gently, and Baby Star is asleep.
Why do white clouds float gently? Let’s express it through movement together.
Invite children and teachers to read and express it with actions to see who does it best (the blue sky is the cradle, rocking the star baby; the white clouds are floating gently, and the star baby is asleep.
)
(2) (Play the courseware of the second, third and fourth sections of the poem)
Question: How does the baby fish fall asleep? How does Flower Baby fall asleep? How does a baby fall asleep?
Guide the children to talk about, the waves roll gently, the baby fish falls asleep; the wind blows gently, the baby flower falls asleep; the song sings softly, the baby falls asleep;
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Teacher guide, the poem says: "White clouds, waves, wind, and songs" are all gentle? What do the children do during nap time?
“What beautiful poems, let’s compete together to see who can read the most beautifully. Let’s see who can speak the most beautifully and with the most emotion!”
3. Recite poetry, Experience the artistic conception
(Play beautiful music) Teacher and children read together;
4. Ask individual children to tell everyone their favorite poem.
5. Performance poetry
Let’s perform such a beautiful poem with movements and see who can do it most beautifully.
3. Develop imagination and imitate poetry
1. (courseware playback screen): chicks, puppies, birds
The teacher asked: "Children , do you know where the cradle of chicks, puppies, and birds is? Let us help them find the cradle?"
2. Show the pictures: big tree, dog house, mother chicken, and ask the children to find them. A single animal figure is sent home.
3. Children’s imitation of pictures:
4. Teacher’s summary: “Children, today we not only helped send the baby home, but also got rid of the poet’s addiction. Are you happy? In fact, there are still many babies in our nature, let’s look for them together and help them find their cradle?”
4. Activity Extension: Matching Pictures to Poems
What beautiful poems the children wrote! Please add beautiful pictures to your imitated poems. Kindergarten language activity lesson plan Part 2
Teaching objectives:
1. Guide children to understand the main plots and character characteristics of fairy tales, and initially learn to summarize the themes of the works.
2. Help children experience that caring for others will bring them happiness.
3. Help young children experience words such as beauty, dexterity, and bareness.
4. Understand the content of the story, be able to listen carefully, and have good listening habits.
5. Understand the content of the picture book through a variety of reading methods, understand the story, and feel the humorous plot of the story.
Teaching preparation:
1. Magnet activity teaching aids "strange little tree", small ants, small leaves of various shapes and oranges, apples, dates, and pears.
2. Music tape.
3. Computer floppy disk.
Teaching process:
1. Discussion: What are the functions of leaves? Introduce this lesson.
2. Tell the story in sections and layers, guide children to discuss, help children initially experience the story, understand the main plot of the story, and tell the story in sections.
Questions:
1. What does the little tree think when there is only one small leaf left?
2. Will the little tree save the little ant? What does it think? How?
3. How has the little tree become now?
4. What’s the strange thing about this strange little tree? How do you like it? Why?
3. Name the story "Strange Little Tree"
4. Use multimedia for teaching and tell the story completely for the second time to further guide the children to become familiar with the story and understand the plot. Learn to summarize themes initially.
5. Discussion:
1. Why is the little tree said to be a strange little tree in the story?
2. How can you help Xiaoshu?
(How did the little tree turn into a strange little tree?)
3. Why is everyone willing to help it?
4. If you were to plant a strange tree, what would you like it to bear? Draw it when you get home. Kindergarten language activity lesson plan Part 3
Activity goals:
1. Let children initially understand verbs and be able to speak them in a relaxed and free environment.
2. Let children experience the fun of participating in activities and encourage children to boldly explore and discover.
3. Children can express their own activity process in complete language.
4. Guide children to observe the pictures carefully and stimulate their imagination.
5. Encourage children to boldly guess, talk, and act.
Activity preparation:
1. Recorder, tape
2. Balloons, stuffed toys, hula hoops, newspapers, rubber balls, and several tambourines
Activity process:
1. Introduce the topic and stimulate children’s interest in participating in the activity.
1. Teachers and children listen to music and dance together.
2. The teacher asked: What have you done?
2. Guide the children to say verbs while playing in a relaxed and free environment.
(1) Teachers and children demonstrate playing with the ball together.
1. The teacher showed the ball and asked: What is it? What does the ball look like? How can it be played?
2. Ask the children to perform playing with the ball and ask: What is he doing? (Children say the verb)
(2) Children choose their own items to play.
1. The teacher made a request: Choose your favorite items to play with and see who can play with the most tricks. Remind the children not to touch other people.
2. Children can play with toys of their own choice and teachers will guide them.
3. The teacher asked: What are you playing? How do you play? (Instruct the children to play with their friends)
4. The teacher and the children play "beating" together game.
5. Guide children to organize their toys.
(3) Further study verbs.
1. The teacher takes the ball and newspaper and asks the children: How did you play just now? (The children tell and perform)
2. The teacher explains to the children that words that express actions are called verbs .
3. The children continue to perform and tell the process of their activities.
Activity extension:
Guide children to observe balloons and ask new questions: What makes the balloons inflate?
Activity reflection
The value of teaching materials lies in their ability to effectively activate children to learn proactively. Expression cultural knowledge can arouse children's curiosity, so the activity design is always aimed at "stimulating children's interest". Kindergarten language activity lesson plan Part 4
1. Activity objectives
(1) Cognitive objectives
1. Help young children learn to use accurate language to clearly state the names, appearance characteristics, and reasons for liking objects around them.
2. Guide children to speak naturally and generously, with a loud voice, and to listen patiently and carefully to others' conversations in the group.
3. Enable children to respond to teachers' questions and exchange their opinions with peers around topics, and develop language communication skills and divergent thinking.
(2) Emotional goals
By collecting items, children can develop the habit of asking questions, loving thinking, and the curiosity to explore new things. Stimulate children's creative awareness through little designer activities.
2. Activity preparation
(1) Material preparation
Teachers and students ***collect items together: electronic lighters, electric shavers, micro hot and cold Fans, massagers, walkie-talkies, knife sharpeners, melon seed clips, electric grinders, ice cutters, automatic pencil cases, new toothpick holders, smoke purifiers, voice-activated toys, caller ID telephones, miniature emergency lights, skates, etc.
(2) Preparation of knowledge and experience
Children have a basic understanding of the names, appearance characteristics, uses, etc. of the items they bring.
3. Activity process
(1) Create a conversation situation, introduce conversation topics, and stimulate children's desire to talk.
1． The teacher places the items brought on a table and guides the children to observe. Some of these items are fun, some have strange shapes, and some have many uses, stimulating children's desire to introduce their own items and listen to others introduce their items.
2. The teacher introduces the topic of conversation by asking questions: "What is the name of the item you brought? What does it look like?" The children are required to introduce the items they brought to their peers. The teacher participates in guiding the children's discussion and guides the children's conversation direction in a timely manner. Focus the conversation on “things.”
(2) Children introduce their own items, express the results of the discussion, and display the actual objects.
1． Ask the children who do well in the group conversation to introduce the different items they brought to the class. Ask children to tell the names, shapes, and colors of objects.
2. Guide the children to clearly introduce the different items they brought to everyone one by one. When children have difficulties in introducing or the introduction is incomplete, teachers should remind them in time to help children supplement the content so that children can introduce it accurately in coherent language. At this time, remind other children to pay attention to other people's introductions.
(3) Children collectively discuss the uses of the items they bring, and guide them to talk in the first person.
1． The teacher asks questions to expand the topic: "Do you like the items you brought? Why?"
2. Guide children to use the first pronoun method to introduce their own items. The teacher demonstrates: "Today I also brought an item. Look, it is a pair of beautiful skates." The teacher introduced the items while playing with the skates, "My name They are called roller skates. Although they look exactly like ordinary sneakers, they are more useful than ordinary sneakers because there are two movable wheels under the soles of my shoes. When I want to skate, I just put the wheels out. The wheels can be retracted, which is very convenient. Children, do you like me?" According to the teacher's prompts, the children "introduced themselves" while demonstrating the object. Teachers pay attention to listening, supplementing and correcting children's conversations.
(4) Children introduce other different items.
Teachers guide children to introduce other items they know to their peers. Such as those you have at home, those you see in stores or other people’s homes, etc. The teacher reminds the children to speak loudly in front of the group and to have a natural and generous attitude.
(5) Praise the children who have made progress in speaking clearly, but also inspire the children with poor speaking ability and low enthusiasm, and stimulate their desire to speak in front of the group.
Just now, the children have shown the items they brought, which have also brought convenience to people. (The teacher gave a summary of the discussion just now) But are the items around us already very good? If we children were allowed to design, how would you design it better and with wider uses?
Children talk freely, and teachers participate in the activities and provide timely guidance. Ask individual children to come to the front and speak out their ideas boldly, and the teacher should give affirmation.
(6) The teacher raises questions to arouse children’s interest in designing new items.
(7) Teacher summary: Encourage children with rich imagination and creativity, and stimulate their desire to produce new items of their own design when they grow up.
4. Penetration in various fields
Art: theme painting "New Items". Science: Learn about new objects.
5. Penetration in life
Look for new items around you.
6. Penetration into the environment
Place various new items for children to observe and operate.
7. Penetration in the family
Work with parents to find out the faults of household appliances and other items, and learn about new items.
8. Activity evaluation. Kindergarten language activity lesson plan Part 5
1. Activity goals
1. Able to construct a more complete story that is different from other people's works based on the beginning and end of the story.
2. Inspire children's positive thinking and cultivate their literary and artistic imagination, originality and oral expression ability.
3. Provide emotional education to young children about respecting the elderly and environmental protection education.
2. Activity preparation
1. Material preparation: two homemade apple trees (one has lush branches and abundant fruits; the other has dead branches and leaves), word cards, and story tapes.
2. Knowledge preparation: Knowledge about the environmental conditions required for plant growth.
3. Activity process and methods
1. Teachers use language and apple tree teaching aids to create situations.
Teacher: Children, there is a magical old apple tree in the forest. Although it is very old, it can bear big and red fruits all year round. Today we Let’s go visit this magical old fruit tree! (The children and the teacher happily set off together. On the way, a little bird told them that the last time it flew through the forest, it saw the old apple tree listless, sallow, thin, and knotty. The fruits are few and small)
2. Guide children to expand their thinking and imagine the reasons for the changes in fruit trees.
Children and teachers work together to find out why the fruit tree is unhappy from various angles.
Teacher: Children, the old apple tree bears very few and small fruits. What’s wrong with it? (Such as environment, physical health, emotions, natural disasters, pollution, illness, no friends, etc.)
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3． Inspire children to imagine the reasons why fruit trees are restored to life
(1) The children asked the little bird with concern about the current situation of the old fruit tree: Little birdie, tell us, how is the old apple tree doing now?
(2) Birdie: The old apple tree is covered with dense leaves and full of red and big fruits. The fruits are abundant and the face is full of smiles.
(3) The children continued to move forward and saw the vibrant old fruit trees, which inspired the children to use their own words to describe the fruit trees and enrich their vocabulary: red, big, dense, full of fruits, and full of smiles.
(4) Inspire children to think about who helped the fruit tree from multiple perspectives? Myths, fairy tales, environmental protection, science fiction (such as Sun Wukong, small animals, scientists, supermen, etc.)
4 ． Guide children to tell stories in groups based on the causes and consequences of the story.
(1) Teachers listen to children’s narratives, help children grasp the occurrence and development process of the story as a whole, and guide children to tell the story completely.
(2) Inspiring questions: Why is the old apple tree so sad and bears so few and small fruits? Who discovered this? How did they help the old apple tree produce more and more fruits? A big red fruit?
(3) Ask individual children to tell the story in front of the group.
(4) The teacher also demonstrates how to write a complete story.
5. Provide emotional education to young children about respecting and caring for the elderly.
Teacher: If something like this happened around us, what would we do? How should we treat the elderly?
6. Evaluate children's narratives and encourage children to have different opinions.
4. Penetration in various fields
Science: Penetration of knowledge about fruit trees.
Science: Small experiments on plant growth conditions.
Health: Understand the benefits of eating more fruits and the importance of a beautiful and comfortable environment to humans.
5. Integrate into life
Don’t be picky about food. Eat more fruits.
6. Penetration into the environment
Some environmental protection pictures, look at the pictures and describe them.
7. Penetration in the family
Parents remind children to protect the environment. Kindergarten language activity lesson plan Part 6
Activity goals
1. Experience the hard work of parents in raising themselves through activities.
2. Feel the happiness of the family, feel the love of parents, cultivate children's love for parents and family, and cultivate their sense of family responsibility.
3. Through activities, reflect the understanding in future life.
4. Encourage children to express their opinions boldly.
5. Boldly participate in discussions, express your views and ideas clearly, and develop different thinking.
Teaching key points and difficulties
1. I know how hard it is for parents to raise children. I grew up under the loving care and care of my parents.
2. Be able to understand the love your parents have for you, develop feelings of love for your parents, and be willing to be a good child who is filial to your parents.
Activity preparation
Some children selected a family photo, card, Indonesia.
Activity process
The teacher introduces the host of this class meeting.
A photo is a happy family.
(1) Conversation introduction.
Host: Home is the cradle of our warmth. We have our dear father, mother, grandfather and grandmother. Our family is closely related by blood. Let me ask a few children to introduce their families. (Some children introduced their families)
(2) Use poetry to express passion.
Host: We live beside our father and mother, who raised us up. Mom and dad are the first teachers in our lives and also our lifelong teachers. We want to thank our father and mother. Thanks mom. Please listen to the poem reading - I have a happy home.
(3) Moderator: Everyone knows that they are closest to their parents, yes! Only those who live with their parents are the happiest people. Did you know? From the time we were born to the moment we are about to become a primary school student, how much effort they have put into us! Now ask the teacher to show you a picture of a child when he was a child. Can you guess who it is? (Show the photos of Li Jialin’s child growing up, let the students guess first, and finally ask him to talk about his family)
2. I express my feelings to my parents.
(1) A small card conveys the voice of the heart.
Host: Mom and Dad worked tirelessly for our family and gave us all their love. We should take our own practical actions to repay them. Let’s make a picture for our parents to express our deep affection. Little card! And write what you want to say to your parents on it, and start making it now! (Teacher communicates by name)
(2) Sublimate emotions in singing.
Host: Let us join in the music of "I Love My Family" to wish our parents good health, safety and happiness!
Teaching Reflection
Everyone has a home, and everyone has deep feelings for their home. The development of the theme activity "I Love My Home" is even more interesting. meaning. Parents are an eternal topic in family education, and children always have something to say and want to say about this. Through such emotional experience activities, children can well cultivate their awareness of caring for others. I designed a platform for children to speak freely so that they can tell the stories between their parents and themselves in life, and experience their parents' deep love for them. At the same time, the application of photos, poems, cards, songs and other forms made the event rich and colorful.
However, in the activity of "Growing Up Photos and Xu Topics", I showed the children a photo of a classmate when he was a child. The children expressed their own opinions on this. Many children even said: When I was a child, I was... like this. This is If the activity cannot be freely retracted and retracted, I will join this class and start it again. I will use "group discussions and other methods" to give the children time to fully express themselves and develop independently.
Little Encyclopedia: Family refers to the social living unit composed of relatives based on marriage, blood or adoption.