Activity goal:

1. Understand the beauty of artistic conception, rhythm and language of prose poetry through repeated listening, appreciation and children's own activities.

2. Enrich children's emotional experience and feelings.

3. Infiltrate moral education: helping others.

Activity preparation:

1. A tape recorder, two music tapes with different styles, and tapes with music poems.

2. A background picture consistent with the content of the poem and an operable bee.

3. Drawing paper and crayons (one for children).

Activity process:

First, the poem "Little Leaves" was led out by asking children to think of ways for bees.

1. Teachers operate small leaves and background pictures, and encourage children to find ways for the bees when they fall into the river.

2, lead to poetry: small leaves

2, help children understand the content and emotion of prose poetry.

question 1: what did you hear?

The teacher demonstrated the recitation

Question 2: What do you think after listening to it?

third, children's exploration: music for prose poetry.

teacher: how can we make prose poems more pleasant to listen to?

1. Play two pieces of music with different styles, and ask children to choose.

2. Recite with music.

Fourth, encourage children to imagine boldly, create movements and perform poems with emotion.

5. Appreciate prose poems again and ask children to draw their favorite poems.

3. Please close your eyes and enjoy the prose poem again.

question 3: what do you think of?

4. Children paint while listening to prose poems.

5. Children talk about enjoying their own art exhibition, and then end.

Attached prose poem: Small leaf

I am a small leaf,

growing on a big tree by the river.

One day, the wind blew over and said to me,

A little bee was tired from making honey all day, and

fell on the water by the river.

So I left the tree,

drifted, drifted into the river and became a boat,

saved the falling bee.

activity feedback: the whole activity creates a beautiful language environment for children, and children can experience and understand the works through various activities. Children show that they feel the beauty of language and artistic conception of poetry with their own movements and paintings, thus achieving the teaching purpose. In the process of thinking of ways for bees and composing music for prose poems, children give full play to their imagination. For example, Sanmen said: I hung a rope into the river and asked bees to climb up; Tom said, tell the little bee to climb up from the railing! And so on, fully embodies the spirit of children's inquiry. When composing prose poems, most children can feel different styles of music, but there are still a few children who can't tell the difference. At this time, teachers should let children feel and distinguish further, but unfortunately, teachers have not completely let children explore and become a failure. This also gives the instructors an experience and lesson, and lays a foundation for thoroughly understanding the inquiry course in our garden in the future.

Language lesson plan for large classes: greedy kittens (Part II)

1. Activity background:

As a book specially designed for children, sharing reading can arouse children's great interest in reading and making up stories. When children who share reading make their own stories into their own books in various forms, such as painting and pasting, their sense of accomplishment is fully improved and their sense of self-confidence is greatly satisfied.

Second, design ideas:

Reggio suggested that children should do it by themselves, and Piaget said that "the generation of knowledge depends on children's operation and fiddling with materials". This view fully embodies this concept in self-made book activities, emphasizing children's active participation and making their own books by themselves. On the basis that children have created stories, they will have a strong desire to turn them into books. "Outline" also pointed out: "By guiding children to actively participate in group discussion and exploration, we should cultivate children's awareness and ability of cooperative learning and learn to express, communicate and share the process and results of exploration in various ways." Therefore, this activity was carried out.

III. Activity objectives:

(1) Being able to understand and preliminarily use the basic elements of self-made books and to cooperate with others in division of labor.

(2) You can boldly express your own story in a more coherent language.

(3) Be able to make self-evaluation and objectively evaluate other people's works.

4. Activity preparation:

(1) Material preparation

1. Learning tools: self-made book evaluation form, book content form, watercolor pen and drawing paper

2. Teaching AIDS: self-made book evaluation form

(2) Previous experience: stories have been created according to the readers

5. Activity process: <

2. Teacher: "What elements should a good book have?

3. Observe the self-evaluation form and discuss the conditions of book elements

(2) Teachers show the self-evaluation form of books made by themselves, and ask children to tell what conditions these books should meet if they want to make a good book.

(3) Discuss in groups, integrate stories into books, and fill in the table of contents of books.

1. Organize children to divide into groups according to the story-making groups, and discuss how to compile a short book based on the story compiled by The Greedy Cat last time, integrate the story content into the book and become a part of the book, fill in the book content table, and discuss what is the content of each page of the book.

2. The group * * * cooperates with the negotiation.

Guide children to actively participate in group discussion, divide the work, specifically divide the cover, the first page, the second page and the third page, to prevent the situation of scrambling to draw the cover and the first page, and display the discussion results on the book content table. After the division of labor, the next pages will be allocated according to the drawing speed.

(4) division of labor and cooperation, drawing a small book, and self-evaluation.

Each group began to draw books according to their own division of labor, and the teacher handed out the self-evaluation form for the children to compare in the process of drawing, and then made a self-evaluation after the end.

(5) * * * Share and read self-made books

Teachers and children read books drawn by children in cooperation to share their reading pleasure. Please send a representative from each group to tell the story of their group. The teacher shows the self-made book mutual evaluation form, and the groups evaluate each other.

VI. Activity Extension

1. After the activity, teachers and children will bind the books and supplement the words.

2. Attach a red flower form to the back of the book and put it in the reading corner. After reading, children can draw a red flower if they like.

language for large classes: a day of fishing

language lesson plan for large classes in kindergarten: a day of fishing

activities

A day of fishing is a 2 l O．11 picture book version of Oriental Doll. This book has no words, but there are many interesting and humorous plots in it. After we put it in the library, the children like it very much. They often tell the characters of the story while turning over the book. Because the plot in the story is scattered and there are many interesting things, children often can't grasp the main line and tell it completely. In order to meet the reading needs of children, I designed this activity around the picture book. Take uncle fishing as the main line, so that children can better understand the contents of picture books and master reading skills.

Activity objective:

1. Understand the content of picture books through detailed observation.

2. Actively participate in the search and discovery, feel the fun of the plot, express it boldly, and experience the fun of reading.

Activity preparation:

1. Pictures related to picture books.

2. Everyone has a picture book A Day of Fishing.

Activity process:

First, the introduction of conversation arouses children's interest in reading. Teacher: Look, children, today the teacher brought a book. What's on the cover? (An uncle and a black dog) Guess what this uncle is going to do? (Fishing) Where did you see that? (There is a fishing rod and a bucket in the car) Ok, let's call this uncle uncle fishing. The name of this book is "A Day of Fishing". Let's read it. (children read their names together)

Second, observe the details and gradually understand the story

1. Understand Uncle Fishing.

teacher: on a sunny morning, uncle fishing rode his bike, took his beloved fishing rod and bucket and went fishing. What happened to him along the way? Please look carefully in the book and tell me which page you found it on. Before reading, I have a request. When reading a book, I should turn it from the previous page to the next page.

2. Children can read freely.

teacher: have you finished watching it? Now please tell me what happened to uncle fishing? Please answer the children and tell them "Please turn to which page".

teacher: please tell me what you see.

(1) 2-3 pages

Let's take a look at the second page. Uncle fishing is riding a bike. Who is in front of him? What is this aunt doing? She seems to be chasing the bus in front? Can she catch up? What will uncle fishing do? From here, we can see what kind of person Uncle Fishing is. (Helpful)

(2) Page 4-5

Please turn to page 5 together. Why is an aunt sitting behind Uncle Fishing's car? What's going on? Ok, tell me, where did you see it? Let's take a look together. Oh, it turned out that this aunt was chasing the bus and missed it. Uncle Fishing saw it and helped her enthusiastically. From here, we can see what kind of person Uncle Fishing is. (Helpful)

(3) Page 6-7

Please turn to page 7. Who is uncle fishing waving at? Why doesn't aunt take uncle's car? Where is she going? Where did you see that this belonged to the railway station? Where did Uncle Fishing go? (He enters a cafe) Where did you see that? It turns out that uncle fishing wants to drink a cup of coffee to refresh himself.

(4) Page 8-9

Coming out of the cafe, Uncle Fishing went on his way. He crossed the street.

(5) Page 1-11

Where is Uncle Fishing now? (Street Park) Where can I see it?

(6) Page 12-15

Uncle Fishing came to the dock. He stopped. What was he looking at? (Maybe he saw a little penguin catching a fish, and he was thinking that he could catch such a big fish, or maybe he was scared by the reprimand of the little penguin owner)

(7) Page 16-17

Where did the fishing uncle go this time? (Fishing tackle shop) Where did you see that? What would he do in there? (Buying bait) Buying bait, Uncle Fishing happily said goodbye to the owner of the fishing gear shop.

(8) Page 19-21

Uncle Fishing walked all the way. He came to the railway, and a train passed by. Who did he see? What do you think he's thinking? Yes, the aunt he helped just now is greeting him happily. Little friend, do uncle fishing know this aunt? (No) Yes, two people who didn't know each other originally have become friends when they meet again because of uncle fishing's enthusiastic help. So children should help others more in their daily lives, so that you will have more friends.

(9) Pages 22-23

Uncle Fishing came to the beach. Who did he see? (Red-billed Bird) This is their first meeting.

(1) 24-25

At last, I came to the seaside. Uncle Fishing started fishing. What is the red-billed bird doing? (quietly waiting) Do you think he will catch any fish?

(11) 26-27

Uncle Fishing finally caught a fish. What's his mood now? (happy, happy)

What's your mood? (I'm happy for uncle fishing and finally caught a fish) Actually, I'm still a little worried. The red-billed bird is flying over. What will happen?

Language lesson plan for large classes: magical train

Language lesson plan for large classes in kindergartens: magical train

Activities

In the theme of "You change me", children look for changing things from things around them, and the circle can be changed into the first class of bells, flowers, turtles and small animals. Some waste items can be turned into many interesting and novel things through hand processing. The Magic Train is full of magical, changing and humorous plots, which makes children interesting to read and can arouse their inquiry, so this activity is included in this theme.

Activity goal:

1. Understand the magical changes of things in the story.

2. Be able to take the initiative to pay attention to the changing process of things around you.

Activity preparation:

1. Self-made background picture and some small pictures

2. Children collect information about the changing process of animals and plants.

Activity process:

1. Discover the magic of the small train.

-Show the background picture "Little Train" and guess what kind of train it is.

-what is magic?

—— The teacher inserted the demonstration of the role "Little Walnut" into the train with the story, and turned out a "peach".

-It turns out that this is a magical little train. It can do magic. There are still many passengers who want to get on the train. What changes will they have before getting on and after getting off? Let's listen to the story "Magic Little Train".

2. See what happens to the train.

-enjoy the story completely. Who is the first passenger of the small train? How has it changed? Why did Momo nuclear become a big peach after getting off the bus? Do you know the secret?

-then who got on the bus? What has happened to it? Why do the eggs get off the bus become fluffy and wet chickens?

-when the young worms got on the bus, what did it become? (Focus on helping children understand the process of caterpillar turning into butterfly)

-A little boy got on the bus and walked off a bearded uncle. Who is he?

-It turns out that Uncle Beard was changed by a little boy. Does he like this change? So what can we do?

-this is really a magical little train, which can make many "passengers" change after boarding. If you drive forward, you will grow up, and if you drive back, you will restore.

around us, many things are changing, some are changing quickly and obviously, while others are changing gradually.

3. Put them on the train.