In actual teaching activities, teaching staff usually need to prepare a lesson plan, with the help of which teaching activities can be better organized. So how should the lesson plan be written appropriately? The following is the "Where the Wind Is" kindergarten class lesson plan (generally 6 articles) that I compiled for you. It is for reference only. I hope it can help you. "Where the Wind Is" Lesson Plan for Kindergarten Class 1
Level 1
Activity Goals
1. Help children understand the language of poetry and the wind, trees, flowers, The relationship between grass and the four seasons.
Learn new words: dancing, nodding, cool, silver.
2. Guide children to feel the artistic conception of poetry and learn to recite poetry expressively.
Activity preparation
A picture related to the content of the poem.
Activity process
1. The teacher introduces the topic by asking questions: By looking with your eyes, where did the wind come from? Let children fully express their opinions.
2. The teacher recited the poem contagiously and asked the children to listen carefully. What is said in the poem? What did you say?
3. Use questions to help children recall the content of the poem and understand the language of the poem. You can ask the following questions: ① Where is the wind? Who in the poem answers this question, and what does it say? ②Who knows what "dancing gracefully" and "nodding frequently" mean? (You can use actions to help children understand) ③Why is it said that "in spring, it blows the earth green; in summer, it brings coolness; in autumn, it brings fruity fragrance; in winter, it brings silver"?
4. With the help of pictures, children learn poetry. It can be paired with lyrical music, and attention should be paid to guiding children to correctly grasp the emotional tone of the poem.
5. Children recite poetry. You can perform the movements while reciting, or you can perform the role in a group of four, for example, one person plays the role of a person looking for the wind, and the other three play the roles of trees, flowers, and grass respectively. Everyone performs the last part together.
Level 2
Activity goals
1. Focusing on the content of the poem, enrich children’s knowledge about wind and cultivate children’s desire to explore the mysteries of nature.
2. Guide children to imagine boldly and express them in beautiful sentences.
Activity preparation
Small windmill; children should bring their own tools that can generate wind, such as small fans, small air bags, etc.; children have already learned about air.
Activity process
1. Small experiment: How is the wind produced?
①Children flap their hands around their faces to create wind, thereby learning that air movement creates wind.
②Use the rotation of the small windmill to let children understand that the faster the air flows, the stronger the wind will be, and vice versa.
③Encourage children to use different methods to move the air around them and generate wind, such as using a fan or pressing a pump.
④Communicate among peers: How can we generate wind?
2. Outdoor observation.
① Instruct children to observe the changes in the sky, land, and water when the wind comes, and think about what these changes look like, and learn to describe them with poetic sentences, such as the colorful ball saying: "When I am in the sky Flying lightly, that’s the wind blowing.”
② Encourage the children to draw the changes they see and think about when the wind blows. The teacher should arrange a “wind blows.” "Time" small painting exhibition.
Level 3
Activity goals
1. Help children analyze the structure and language use characteristics of poetry.
2. Guide children to use their existing knowledge and experience and use the structure of poetry to carry out imitation activities.
Event preparation
Lyrical music tape.
Activity process
1. Teachers and children recall the content of the poem together, and recite it expressively to the accompaniment of music.
2. Help children analyze the structure of poetry. Question: How many paragraphs does the poem *** have? What are the similarities between the first three paragraphs? Let the children clearly know that the first and last sentences of the first three paragraphs have the same structure and the same number of sentences.
3. The teacher demonstrates how to imitate poetry, and then asks the children to talk about the differences between the poems compiled by the teacher and the original poems, to help the children master the imitation method.
4. Guide children to carry out imitation knitting activities.
①Children sit freely on the chair and imitate knitting, and the teacher pays attention to observation and guidance. ② Ask one or two children to recite the poems they have imitated. The teacher guides the children to evaluate and help them imitate the poems correctly. ③Children freely choose friends and recite their own imitated poems to each other. ④Invite some children to recite new poems with music accompaniment.
(Suggestion: The arrangement of imitation knitting activities can be adjusted appropriately according to the level of the children. For example, you can imitate by looking at the pictures, or three people can imitate together)
Comments:
At the beginning of the activity, the teacher asked the children to observe the pictures and then listen to the poetry recitation, so that the children had a basic understanding of the content and pictures of the poems.
The use of various means such as discussions, music recitation, poetry performances, etc. also helps children understand specific language symbols and their meanings, avoiding mechanical memory and reciting literary works, which is in line with children's cognitive level and age characteristics. At the same time, it is helpful to stimulate children's enthusiasm for learning.
After children study the works, teachers arrange a series of wind-related activities, which can further help children understand the material and emotional worlds written by the authors, integrate the contents of literary works into their own experience, and complete direct Two-way transfer of indirect experience between experience and literary works.
The first two levels of activities have accumulated a certain amount of experience for the children. The third level focuses on helping the children analyze the language structure of the poems, so that the children's imitations not only "speak meaningfully", but also "speak meaningfully". orderly".
Throughout the entire activity, the goals are hierarchical, progressive, and networked, reflecting the requirements from understanding to expression, from imitation to innovation, and from acceptance to application. The goals of each level are both a continuation of the previous level and a prelude to the next level. They are closely linked and advanced layer by layer, laying a ladder for children's learning and development.
Attached poem: Where is the wind?
Where is the wind? / The tree said: / When my branches and leaves are dancing, / it’s the wind blowing. //Where is the wind? / The flower said: / When my flowers nod frequently, / That is the wind blowing. //Where is the wind? / Cao'er said: / When my body shakes slightly, / It's the wind blowing. //Where is the wind? /The wind is all around us. / In spring, it blows the earth green; / In summer, it brings coolness; / In autumn, it brings fruity fragrance; / In winter, it brings silver. "Where the Wind Is" Kindergarten Class Lesson Plan Part 2
Activity goals:
1. Understand the content of the poem and feel the beautiful artistic conception of the poem.
2. Learn to recite poetry with emotion. Rich words: dance gracefully, nod frequently, shake gently.
3. Be able to freely use your imagination and speak boldly in front of the group.
4. Guide children to observe the pictures carefully and stimulate their imagination.
Activity preparation:
1. Pictures of the changes that wind brings to nature throughout the year.
2. Lead children to nature to feel the existence of wind.
3. Pictures: branches, leaves, flowers, trees, flowers, grass.
Guidance points:
Activity focus: Understand the content of the poem and feel the beautiful artistic conception of the poem.
Activity difficulty: Understand the relationship between wind and four seasons.
Activity process:
1. Observe and discuss and understand the poems.
Question: Do you see the wind? Where is the wind? How did you know? (There are big and small winds)
2. Appreciate the poem completely. (Teacher’s Model Reading)
(1) Show the pictures and understand the vocabulary: dancing gracefully, nodding frequently, and shaking gently.
(2) Show pictures of the changes that wind brings to nature throughout the year. Let young children understand poetry.
3. Learn to recite poetry.
(1) The teacher reads it emotionally.
(2) Teachers and children read poems emotionally.
(3) Listen to the recording and read along softly.
(4) Children read aloud independently.
4. Teacher’s summary.
Teaching reflection:
This poem is very beautiful. It uses personification to tell the children "where the wind is" in the tone of trees, flowers and grass. , the intangible wind gives tangible life. It not only enriches children's language, expands children's imagination, but also stimulates children's curiosity to explore the world around them and their love for nature. Before the activity, I took them to nature to feel the presence of the wind, which laid the foundation for the next activity. During the activity, I carried out educational activities focusing on allowing children to understand the content of the poem. The entire educational activity went smoothly, the children's interest was extremely strong, and the classroom atmosphere was active. The previously set goals were also achieved. "Where the Wind Is" Kindergarten Class Lesson Plan Part 3
Activity goals:
1. Feel two pieces of music at different speeds.
2. Try using body movements to express what happens when the wind blows.
Activity preparation:
Music CD "Where is the Wind", courseware "Where is the Wind".
Activity process:
1. Listen and identify the music format:
1. Listen to the music "Going for an Outing" and enter the venue.
Teacher: "Children, let's go for an outing together."
2. ppt playback: The wind is blowing, and the leaves are falling.
Teacher: "Hey, how come the leaves fall?" (Children: The wind is coming)
3. Guide the children to talk about where the wind is.
Teacher: "Have you seen the wind? What kind of wind have you seen?"
4. Children watch the courseware and observe the wind in life.
Teacher: "What happened after you saw the wind coming?" Teacher summary: "The gentle wind came, the branches swayed, the flowers swayed, the dandelions fluttered, the sails Drum, drum. The strong wind is coming, the colorful flags are fluttering, the leaves are turning, the red flags are shaking, and the clothes are flying. "
2. Melody induction:
1. The teacher plays music, and the children can fully feel the melody and experience two pieces of music with different feelings in the AB style.
Teacher: "Sometimes the wind comes gently, and sometimes it comes hastily. Close your eyes and listen carefully. When is the wind walking gently and when is it running hastily?" "
2. The teacher plays music and the children feel the slow-paced melody.
Teacher: "When do you think the wind came gently in the music you just heard?"
3. Guide the children to use their bodies to express the slow-paced melody.
Teacher: "Did you hear it? Let's gently sway your body with the music in the wind."
4. The teacher plays music and the children feel happy Rhythmic melody.
Teacher: "In this part of the music, the sound of the wind's footsteps is different from the feeling just now? What kind of feeling does it give you? (Children's narration)" Let's listen to it again, look at it, and feel it The strong wind is coming. "
5. The teacher plays music and the children use their bodies to express the fast-paced melody.
Teacher: "What does the arrival of a strong wind look like? Let's express the arrival of the strong wind with the music in the wind. "3. Physical expression:
1. The teacher guides the children to use their bodies to express the scenery when the wind comes.
Teacher: "When the wind comes, many new things happen in the surrounding environment. Change, let us also become something in the wind. Everyone, think about what you have become from now on? When the wind comes, you will start to move with the wind and listen to the music, okay? "
2. The teacher plays music and the children dance freely.
3. The teacher plays the music again and encourages the children to try to cooperate with their peers to complete the action plot.
Teacher Summary: "It turns out that you can express the wind coming alone, or you can express it in cooperation with your companions. Do you want to hide and seek with the wind again? We listened to the music and played with the wind. Pay attention to the different footsteps. "4. End the activity.
Teacher: "Hefeng played games for a long time today and is tired. Let's go home. "Ended with the music of "Going for an Outing".
Reflection on the activity:
"Where the Wind Is" is a music appreciation activity. During the activity, young children can experience feelings through listening to music Different speeds of music, and use words such as "beautiful, soothing, soft" to describe the feeling of listening to the first piece of music, thus concluding that the first piece of music is "the wind comes gently", while using "quick, fast, fierce" Use other words to describe the feeling of listening to the second piece of music, and conclude that the second piece of music is "the wind is coming quickly", which shows that the children have a certain ability to listen to music and can use body movements to express wind. Children can express themselves through various movements such as swinging their hands, twisting their bodies, and turning around. They can also express two different winds through the gentleness and strength of their movements. Children give full play to their imagination when turning themselves into something in the wind. , conjuring up various different things, such as small flowers, grass, big trees, etc. When cooperating with their peers to represent things in the wind, the children were very interested in posing various shapes through discussions with their peers. Different winds play games. The teacher's leadership and the children's main role are truly reflected in the whole activity. The children express themselves boldly and experience the fun of cooperation with their peers. 4 < /p>
Activity goals:
1. Stimulate children’s desire to explore.
2. Cultivate children’s language ability.
Activity focus: < /p>
Stimulate children’s expectations for exploration
Activity difficulties:
Cultivate children’s language skills
Activity preparation:
< p> Book corner: Put some picture cards of animals and plants, and children can imitate prose poems.Handicraft area: Make kites, fans, kites and other demonstration works with plastic bags, cardboard, newspapers, etc. : Children use the works made in the handicraft area to look for the wind.
Activity process:
1. Recite the poem "Where is the Wind"
1. Children still remember. Have we ever learned a poem? What’s the name of the poem? Let’s recite it together!
2. Where is the wind?
3. Where do you think the wind is? Can you weave them into poems? Ask some children to imitate the poems.
2. Introduction of regions
Today we will. Let's carry out the regional activity "Where is the Wind". First, children can go to the reading area and imitate poems by looking at the pictures. Then they can make hand puppets from the objects in the poem. For example, there are "wind, flowers, and grass" in the poem. After making it, you can perform poetry with your friends.
3. Introduction area
1. Talk about materials
Book corner: put some picture cards of animals and plants, and children can imitate prose poems.
Handcraft area: Use plastic bags, cardboard, newspapers, etc. to make kites, fans, kites and other demonstration works. Science Zone: Children use the works produced in the handicraft zone to find the wind.
2. Children’s self-selection activities.
4. Children collect materials and end the activity.
5. Summary and display of children’s activities and works. "Where the Wind Is" Kindergarten Class Lesson Plan Part 5
Objectives:
1. Understand the content of the poem and feel the beautiful artistic conception of the poem.
2. Learn to recite poetry with emotion.
3. Learn words: dance gracefully, nod frequently, and shake gently.
Activity preparation:
Wall chart: Where is the wind
Key points and difficulties:
Key points: Learn to read poetry emotionally.
Difficulty: Help young children understand the content of poetry.
Activity process:
1. Arouse interest by guessing riddles.
Can't grasp its body, can't see its shadow. When it is small it shakes the branches, when it is big it knocks down the house.
(Wind)
Teaching reflection: In this link, the teacher uses the form of riddle guessing to stimulate the children's imagination and mobilize the children to actively integrate into the activities. Be prepared for the following activities.
2. Observe and discuss and understand the poems.
1. Guide children to discuss based on the pictures of flowers, plants and trees taken when the wind blows when they were out walking, to help them understand the first three paragraphs of the poem.
Teacher: Why do trees move? What do the leaves look like doing when the wind blows?
2. Combined with the scene of changes brought by the wind to the earth throughout the year, guide children to observe and tell and understand the last four paragraphs of the poem.
Teacher: What is the wind like in spring? What changes did it bring to the earth?
Every time the children finish observing and discussing a picture, the teacher will summarize it using the language of the poem.
3. Invite children to fully appreciate the recitation of poems with music and appreciate the beautiful artistic conception of the poems.
Teaching reflection: Through the previous reading of children's songs, we guide children to find out the characteristics of verses and words in poetry, and help children better understand the rules of creation of verses. It is not too difficult for children in the upper class to imitate poetry, but the process also needs to be organized carefully. However, the poem itself is not very difficult, and it also provides multiple options for imitation activities. Use the experience accumulated by children in some previous activities to imitate poetry.
3. Learn to recite prose poems.
1. The teacher recites emotionally and the children appreciate it.
Children are asked to observe and listen to the teacher’s expression and voice when reciting.
2. Teachers and children recite poems together, and guide children to express the beauty of poetry with their own voices, expressions, and movements. "Where the Wind Is" Kindergarten Class Lesson Plan Chapter 6
Activity goals:
1. Preliminarily understand the content of the poem and feel the new words: dance gracefully, nod frequently, shake gently and be able to Expressed with actions.
2. Guide children to use their existing knowledge and experience and use the structure of poetry to carry out imitation activities.
Activity preparation:
1. Enrich children’s knowledge about wind in advance and take them to observe the changes of objects when the wind blows.
2. Courseware produced based on the content of poetry. A tape recording the sound of "wind". There are several small pictures with national flags, windmills, wheat ears, hair, skirts and other objects.
Activity process:
1. Stimulate interest and introduce topics.
1. Listen to the sound of "wind" to elicit the topic: Listen, what is this sound?
2. Oh, it turns out to be the sound of wind. Have you ever seen the wind? So how did you discover the wind?
3. Today I brought you a nice poem. The title of the poem is "Where is the Wind". Let's listen to it together!
2. Understand and appreciate poetry.
1. The teacher recited the poem completely and asked: What is the title of the poem? Who in the poem answers the question "Where is the wind?" What do you say about leaves, flowers, and grass? Let’s listen to it again!
2. The teacher recites the poem emotionally while operating the courseware.
3. Use questions to help children recall the content of the poem and understand the language of the poem.
(1) What do you say about leaves, flowers, and grass? (Ask individual children to answer, and display the corresponding pictures based on the children's answers)
(2) For example: The child said: "The leaves said: 'When I dance, it is the wind blowing. '", the teacher clicked and a picture of dancing leaves appeared.
(3) Do you know what dancing is? Can you express it with actions? (Ask individual children to perform the movements)
(4) Then I will make the wind (the teacher will make the wind), and you will make the leaves. Let’s make the dancing leaves together!
(5) Let’s learn what the leaves say. What do the leaves say? (Learn to say "The leaves said: 'When I dance, it's the wind blowing.')
(6) What do the flowers and grass say? ? (The method is the same as above)
(7). The poem just mentioned something about spring, summer, autumn and winter. Which sentence do you like best? (Here is also a sentence that the children say and the corresponding words are shown. (8) I like these four sentences very much. Can you read them to me again? (Children recite the second half of the poem)
3. Learn to recite poetry
1. This poem is so beautiful, let’s recite it together while looking at these beautiful pictures!
2. Such a beautiful poem will definitely be better if we can recite it in a better voice and add some beautiful movements. Let’s give it a try together!
3. Let’s recite it together! Listen to the guest teacher at the back, okay? All the children in our third class are the best!
4. Learn to make up poems
1. The wind can still blow. Where else can it move? (Children can answer freely)
2. What would the national flag, hair, windmill, and skirt say? When the wind blows, it is the wind blowing.
3. The children imitate the words spoken by other objects.
4. The teacher chooses the poems imitated by three of the children. Compose a new poem.
5. Wow, you are really amazing. You can become a young poet and compose poems. Is there anyone else who is willing to compose a poem?
6. Yes. So many people want to say it! Well, I put a small picture under your chair and ask you to work in groups of three and compose a new poem while looking at the small picture.
7 , Invite 2-3 groups of children to perform recitations.
8. Let’s recite to our younger brothers and sisters.
Attached is the poem:
Where is the wind?
Where is the wind? The leaves said: "When I dance, it is the wind blowing."
The flowers said: "When I nod my head frequently. "When I sway, it's the wind blowing."
Where is the wind? The wind is by our side.
It blows the earth green in spring, brings coolness in summer,
it brings fruity fragrance in autumn, and brings silvery scenery in winter. .