As a selfless teacher, it is necessary to carefully design a lesson plan. Writing a lesson plan helps us accurately grasp the key points and difficulties of the teaching material, and then choose appropriate teaching methods. How to write lesson plans to be more effective? The following is a language lesson plan for the middle class of Tadpole Looking for Mom that I carefully compiled. You are welcome to share it. Tadpole Looking for Mom Middle Class Language Lesson Plan 1
Activity goals:
1. Listen to the story quietly, know the name of the story, understand the content of the story, and develop the ability to observe and compare.
2. Learn to perform according to the content of the story.
3. Fully experience the childishness of the story through the combination of language expression and action.
4. Able to listen quietly to others, think actively, and experience the fun of literary activities.
5. Encourage children to express their opinions boldly.
Activity focus and difficulty:
Activity focus: understand the content of the story.
Difficulty of the activity: Learn to perform the story on the basis of understanding the content of the story.
Activity preparation:
1. "Paradise" map, "Tadpole Looking for Mom" ??courseware.
2. Several tadpole headdresses (Duck Mother, Carp A set of velvet teaching aids for mother, turtle mother, frog mother, a group of tadpoles, etc., and a set of headgear)
Activity process:
1. Introduce topics and stimulate children’s interest
1. Today, many friends came to the paradise. Children, let’s see who they are?
(Mother bear and little bear; Mother duck and little duck; Mother hen and chick...)
2. "The little animals are having so much fun in the paradise. God. It is getting dark gradually, and the little animals are going home one after another. The chickens and ducks are tired from playing and want to go home, but they can't find their mother. They are so anxious that they are crying. "The children are willing to help the chickens and ducks." Did the duck find its mother?
3. The little animals all have their own mothers. Do you want to know who the tadpole’s mother is? You will understand after listening to the story.
2. The teacher tells the story completely with expression.
Who is in the story?
3. The teacher shows the background picture of the pond and guides the children to tell the story according to the content of the story.
1. When the tadpoles were playing in the pond, who did they meet first? (Mother Duck)
(The teacher pastes corresponding teaching aids on the background picture based on the children’s answers)
2. What did Mother Duck say to the tadpoles?
(Here you can ask the children to tell the story of Mother Duck.)
3. After thanking Mother Duck, who does the tadpole regard as its mother? (Mother Carp) (show the velvet sticker teaching aid)
4. What did Mother Carp say? (The child repeats what the carp mother said)
5. Who does the tadpole regard as its mother? (Mother Turtle, show me the teaching aids)
6. What did Mother Turtle say? Has the tadpole found its mother? Who is the tadpole's mother? What are the differences between tadpoles and their mothers? (Ask the children to talk about the appearance characteristics of tadpoles and frogs)
4. Teachers and children tell the complete story together
1. Retell with the children "How the tadpoles found their mother" based on the picture content "Some episodes in ".
2. Narratives of individual children (what Mother Duck, Mother Carp, and Mother Turtle said)
Reflection after class:
Prepare five paintings in advance, respectively. They are tadpoles, tadpoles with two front legs, tadpoles with front legs and hind legs, frogs with shortened tails, and small frogs. Guide the children to tell the story of the tadpole's transformation process by looking at the pictures, and the teacher will post the corresponding pictures on the camera. The requirements require the use of first, then, then and finally to describe the growth process of tadpoles. In this way, children can master the process of turning a tadpole into a frog easily and effortlessly. During the activities, I try to let the children speak and ask questions by themselves to further improve their language skills. Finally, the children were asked to perform in roles, and the children were very happy. Little Tadpole Finds Its Mother Middle Class Language Lesson Plan 2
Activity objectives:
1. Understand the content of the story and the growth process of the tadpole turning into a frog.
2. Ability to express oneself clearly in complete and coherent language.
3. Feel the beauty of animation.
Activity preparation:
Courseware made with Flash software.
Activity process:
(1) Guessing riddles to introduce topics
Riddle: "Big head, dark skin, thin tail swimming in the water!" < /p>
Question: "The tadpole has never seen its mother. Do you know who the tadpole's mother is?" "Why do the tadpoles look different from their mothers?"
(2) Appreciate the story completely (play animation courseware)
Question: What is the name of the story? What animals did the tadpole meet when he was looking for his mother? Has the tadpole found its mother? Why don't they look like their mother?
(3) Appreciate the story in segments (continue playing the animation)
Children discuss while watching the animation courseware:
1. Play the first segment of the courseware (story) Beginning to "The tadpole swam forward happily")
Question: Why did the tadpole go to find its mother?
2. Play the second paragraph of the courseware ("A big fish swam over" to "The tadpole swam forward again")
Question: When they meet the fish mother, they What was said?
3. Play the third paragraph of the courseware ("A big turtle swam over" to "The tadpole swam forward again")
Question: The tadpole met the mother turtle What will you say? Let’s talk about it together.
4. Play the 4th paragraph of the courseware ("A big white goose cawed" to "The tadpole swam forward again")
Question: Now touch Who arrived? Why do you think of the big white goose as your mother?
5. Play the 5th paragraph of the courseware ("The tadpole swims and swims" until the end of the story)
Question: Where did the tadpole find its mother in the end? Can you tell me what their mother is like? What skills do you have?
(4) Understand the process of frog growth (play the video of frog growth process)
Question: How does a tadpole become a frog mother?
After the children answer, the teacher operates the courseware (click on the diagram of the frog's growth process)
The teacher and students use their bodies to represent the growth process from tadpoles to frogs.
Extended activities:
Frogs have great abilities. If the children are interested, let’s continue to enjoy the children’s songs about frogs. The little tadpole looks for its mother. Middle class language lesson plan 3
Textbook analysis
The little tadpole in the story does not know what happiness is. Later, the mother makes the little tadpole understand that happiness does not mean having many beautiful things. clothes, but the care and company of friends.
Activity goals
1. Be able to independently create and clearly tell a rich and imaginative story about a new tadpole looking for its mother.
2. Ability to listen attentively to what peers are saying and express their own opinions.
3. Be willing to share the plot of the story with your peers and experience the fun of creation.
Activity preparation
1. Experience preparation: Use environmental creation and life activities to organize children to tell their own stories about tadpoles looking for their mothers.
2. Material preparation: courseware "Being a Polite Little Audience".
Activity process
1. By watching the courseware, guide children to discuss how to be a polite little audience.
Summary:
(1) Listen carefully to your companions’ stories.
(2) After others finish speaking, applaud the children enthusiastically.
2. Through demonstration and discussion, guide children to clarify the methods and requirements for holding story meetings.
(1) The teacher serves as the host of the story meeting and introduces the activity method: first tell the story in the group, and then select a story king to participate in the whole class story meeting.
(2) Organize children to discuss: What conditions must the selected story king meet?
For example: loud voice, rich expressions, complete and interesting stories, etc.
3. Guide children to choose the story king through various forms of storytelling.
(1) Children take turns telling stories in the group.
The teacher guides each group of children to select a group leader who is responsible for organizing, deciding the order of storytelling and selecting personnel. (Teachers in this link can do this based on the situation of the children in their own class, or three teachers can each be responsible for a group.)
(2) Each group introduces the candidates they recommend and the reasons.
4. Hold a whole-class story meeting. The teacher always reminds the children to listen and be a civilized little listener.
5. Announce the results of the competition, and teachers should summarize them in a timely manner.
Reward the children who speak better, and provide suggestions for modifications to other children.
6. Summary: The ending of any story is not fixed. Everyone can have their own satisfactory ending in their heart. We must have the courage to tell the story in our hearts. Little Tadpole Finds Its Mother Middle Class Language Lesson Plan 4
Activity goals:
1. Understand the content of the story and learn to talk.
2. Guide children to initially understand the characteristics of frogs during the activity.
Environment creation:
Self-made multimedia courseware "Tadpole Looking for Mom", Little Frog Music
Observation and guidance:
1. Where is the baby
1. Spring is here, and mothers are playing happily in the water with their babies. Look, who are they? (Display the picture and guide the children to see, listen and talk about who is there.)
2. Can you tell which ones are the mother and which ones are the baby? How did you know? (Distinguished by size) Who is willing to help mothers find their babies? (Guide the children to correspond one by one according to the body shape characteristics)
3. Whose baby is the tadpole? What does its mother look like?
4． What does the tadpole's mother look like? Let's help the tadpole find its mother.
2. Understand the content of the story
1. Spring is here, and the mother frog gave birth to many babies in the water, and the babies will change. Look, what has become? (Many tadpoles)
So the tadpoles swam looking for their mother.
——Look, who is that? (Mother Duck and Duckling) Let’s ask Mother Duck.
The teacher asked: Mother Duck, Mother Duck, have you seen our mother? What does it look like?
Mother Duck: Your mother has two big eyes on her head and a wide mouth.
Just now, Mother Duck said, what does our mother look like?
Children: Thank you, Mother Duck! Goodbye, Mother Duck!
Who is coming again? (Mother Fish and Little Fish)
Children talk to each other: Mother Fish, Mother Fish, have you seen our mother? What does it look like?
Fish Mother: Your mother has four legs.
Mother Fish said how many legs does our mother have?
Children: Thank you, Mother Fish! Goodbye, mother fish!
——Hey, whose mother is that?
Invite individual children to ask: Mother Turtle, Mother Turtle, have you seen our mother? What does it look like?
Mother Turtle: Your mother has a white belly.
What does our mother have for free? (Belly)
Children: Thank you, Mother Turtle! Goodbye, turtle mother!
——I saw the white belly. Is that our mother?
The children asked together: Mother Goose, Mother Goose, have you seen our mother? What does it look like?
Mother White Goose: Your mother is wearing green clothes.
Oh, it turns out our mother is wearing green clothes.
Children: Thank you, Mother Goose, goodbye, Mother Goose! )
——A few mothers just told us, what does the tadpole’s mother look like? (There are two big eyes on the head, a wide mouth, four legs, a white belly exposed, and wearing green clothes.)
——I came up with a good idea: let’s put the little Draw the tadpole's mother so that the tadpole can find her mother quickly. How to draw a tadpole's mother? (Guide children to summarize the characteristics of frogs)
The teacher uses multimedia to draw frogs
3. Sing, jump and learn to be a little frog
1. Frog The mother swam away with the little frogs. What did they do? What is Mother Frog’s greatest skill?
2. Rhythm: little frog, tadpole looking for mother, middle class language lesson plan 5
Teaching objectives:
· Like to listen to stories and understand the content of the stories.
·Know that the tadpole’s mother is a frog.
Teaching preparation:
(Cognitive preparation) Having seen tadpoles;
(Material preparation) Pictures and story recordings.
Important and difficult points of the activity: Knowing that the frog is the mother of the tadpole. Activity process:
1. Baby and mother
1. Question: Who is the mother of the chick? Then who is the mother of the duckling?
Summary: Every baby has a mother who likes him or her. They look so imaginable. Who is the tadpole's mother?
2. Teacher: We all live happily with our mothers, but the tadpole has never seen his mother and doesn’t know what her mother looks like. On this day, they decided to go find their mother.
2. Story: The tadpole is looking for its mother (guide the children to observe the pictures and tell the story)
1. Question: What does the tadpole look like?
Who did the tadpole meet? How did you ask?
What does the frog mother look like?
2. Play performance games
The children play the role of tadpoles, and the teacher plays other roles in turn, playing the game of tadpoles looking for their mothers.
During the performance, children are encouraged to ask: Where is mom? Are you our mother?
3. Activities extension:
In the corner activities, children are encouraged to perform story performances. Little Tadpole Finds Its Mother Middle Class Language Lesson Plan 6
Activity goals:
1. Understand the content of the story and understand the growth process of the tadpole turning into a frog.
2. Ability to express oneself clearly in complete and coherent language.
3. Feel the beauty of animation.
Activity preparation:
Courseware made with Flash software.
Activity process:
(1) Guess riddles to elicit topics.
Riddle: "Big head, dark skin, thin tail swimming in the water!"
Question: "The tadpole has never seen its mother. Do you know the tadpole's mother?" Who is it? "Why does the tadpole look different from its mother?"
(2) Enjoy the story completely. (Play animated courseware)
Question: What is the name of the story? What animals did the tadpole meet when he was looking for his mother? Has the tadpole found its mother? Why don't they look like their mother?
(3) Appreciate the story in segments (continue playing the animation)
Children discuss while watching the animation courseware:
1. Play the first paragraph of the courseware. (The story begins with "The tadpole swam forward happily")
Question: Why did the tadpole go to find its mother?
2. Play the second paragraph of the courseware. ("A big fish swam over" to "The tadpole swam forward again")
Question: What did the fish mothers say when they met them?
3. Play the third paragraph of the courseware. ("A big turtle swam over" to "The tadpole swam forward again")
Question: What do tadpoles say when they meet their mother turtles? Let’s talk about it together.
4. Play the 4th paragraph of the courseware. (“A big white goose screamed ‘Hang-Hang’” to “The tadpole swam forward again”)
Question: Who do you meet now? Why do you think of the big white goose as your mother?
5. Play the 5th paragraph of the courseware. ("The tadpole swam and swam" to the end of the story)
Question: Where did the tadpole find its mother in the end? Can you tell me what their mother is like? What skills do you have?
(4) Understand the growth process of frogs. (Play a video of the growth process of a frog)
Question: How does a tadpole become a mother frog?
After the children answer, the teacher operates the courseware. (Click on the diagram of the growth process of a frog)
Teachers and students use their body parts to represent the growth process from tadpoles to frogs.
Extended activities:
Frogs are very capable. If the children are interested, let’s continue to enjoy the children’s songs about frogs. Little Tadpole Finds Its Mother Middle Class Language Lesson Plan 7
Activity goals:
1. Let the children understand and become familiar with the content of the story, and be able to read the pictures and retell the story.
2. Feel the enthusiasm and care of mothers.
3. Through stories, let children understand the process of tadpoles turning into frogs
Activity preparation:
1. Headdresses: headdresses of frogs, tadpoles, ducks, fish and turtles
2. Pond (green ribbon provided)
3. 2 pictures for children to operate
4. A piece of teaching software, slides, and story tapes< /p>
Activity process:
1. Introduction: Children have all seen tadpoles. Now that the tadpoles have grown up, they are going to find their mothers. Let's take a look at how a tadpole finds its mother.
2. The teacher shows the slide picture and guides the children to talk about who the tadpole met? What will they say?
3. Provide materials for children to make up stories by looking at pictures
1. Make up stories according to the order of books
2. Make up stories and dialogues according to the order of slides
3 Provide pictures and let the children arrange pictures and tell stories on the operating board
Four. Gather the children together and ask 1 or 2 children to introduce the stories they have made.
Five. Organize children to watch VCDs and listen to stories together.
6. After listening to the story, the teacher asked questions.
1. Who did the tadpole ask to find his mother?
2. What did the tadpoles ask when they saw the mother duck? What polite expressions do the tadpoles in the story use when talking to their mothers? What are the benefits of this?
3. What are the differences in appearance characteristics of animal mothers?
4. How did the mother duck describe the appearance of the frog? Did she say it completely?
5. Where did the tadpole finally find its mother? Can you tell me what their mother is like? What skills do you have?
7. Learn to retell the story while watching the VCD as a group, focusing on allowing children to master the dialogue of the characters in the story. When retelling, children should be inspired to express different images of mothers through different intonations, speeds, timbres and rhythms. (For example, the tortoise mother is more honest; the white goose is faster, has a loud voice, and shows enthusiasm)
8. How does the tadpole feel when it cannot find its mother? What would you do if you couldn't find your mother?
9. How does the tadpole find its mother? We know how the tadpole grows into a frog during more than a month of looking for its mother. How do tadpoles grow into frogs? ——Organize children to read teaching courseware.
10. Group activities 1. Act out the story while listening to the story tape
2. Tell the story by looking at the pictures
3. Tell the story by watching the VCD
Post-class reflection:
During the activity, I created a game atmosphere at the beginning, allowing the children to imitate the swimming of tadpoles, and use body movements to perceive and experience the different dynamics of tadpoles, which will provide a basis for the following Prepare the groundwork for the painting session. The use of courseware can mobilize children's emotions. In the process of helping the tadpoles find their mothers, the children's emotional experience has been sublimated, and the children's feelings of family affection have been deepened. In this borrowed class, I found that the children in this class had basic experience in finger painting. I adjusted the goals during the activity and used different questioning methods to encourage the children to use their existing experiences to interact. Teachers and students explored together The appearance of the tadpoles and the different directions in which they swim can focus on the harmonious relationship between teachers and students. Although I have only met them twice, they always have a pleasant experience and a sense of accomplishment during the activities. What particularly touched me was that when I was about to finish painting, many children still wanted to paint more, which made me feel that although the activity was over, the education was still continuing.
During the activity, I found that some children already have the concept of left and right. The small fish on the drawing paper originally served as a pointing function. I also let the children master some of the standard requirements when painting through the teacher's subtle demonstration, such as: keeping the picture clean and tidy, using the method of a small pond to hint to the children, so that they can consciously keep the pond clean. I am also very grateful that Shuguang Kindergarten has such good advanced equipment to display works. The use of large screens to display works is more convenient for children to observe, satisfy children's psychological needs, and feel that their works are valued. In the commenting activities, it is also convenient for all children to observe and evaluate at the same time. During the evaluation, I respect the children. Although they are young, I still give them the opportunity to conduct simple self-evaluation and other evaluation, and learn to discover the advantages of themselves and others. In the final session, because it was a borrowed class, some children were unable to attend. I asked the children to be primary teachers to teach other children, once again stimulating their sense of accomplishment and reflecting the interaction between children. At the same time, It also satisfies children's desire to paint again.
In this activity, my requirements should be more clear before painting, so that the children know to click a few more tadpole heads first, and then add tails. This can not only keep hands clean, but also let children know that they need to draw in order. The final evaluation process is still a bit monotonous. I should give the child a definition of evaluation in the evaluation, such as the child's clean drawings, the direction in which the tadpoles swim, etc. The language development of the children in this class is relatively good. I can let them enrich their language based on their own paintings. Little Tadpole Finds Its Mother Middle Class Language Lesson Plan 8
Activity goals:
1. Understand the content of the story and learn to talk.
2. Guide children to initially understand the characteristics of frogs during the activity.
3. With the help of both pictures and texts, and mainly in the form of pictures, cultivate children's habit of reading carefully and stimulate their interest in reading.
4. Through teachers reading aloud, children read emotionally and participate in acting, allowing children to perceive the story.
Activity preparation:
"Tadpole Looking for Mom" ??PPT courseware, little frog music.
Activity process:
Middle class language lesson plan "Tadpole Looking for Mom" ??contains PPT courseware
2. Understanding the content of the story
1 , spring is here, the frog mother gave birth to many babies in the water, and the babies will change. Look, what has become? (Many tadpoles)
So the tadpoles swam looking for their mother.
——Look, who is that? (Mother Duck and Duckling) Let’s ask Mother Duck.
The teacher asked: Mother Duck, Mother Duck, have you seen our mother? What does it look like?
Mother Duck: Your mother has two big eyes on her head and a wide mouth.
Just now, Mother Duck said, what does our mother look like?
Children: Thank you, Mother Duck! Goodbye, Mother Duck!
Who is coming again? (Mother Fish and Little Fish)
Children talk to each other: Mother Fish, Mother Fish, have you seen our mother? What does it look like?
Fish Mother: Your mother has four legs.
Mother Fish said how many legs does our mother have?
Children: Thank you, Mother Fish! Goodbye, mother fish!
——Hey, whose mother is that?
Invite individual children to ask: Mother Turtle, Mother Turtle, have you seen our mother? What does it look like?
Mother Turtle: Your mother has a white belly.
What does our mother have for free? (Belly)
Children: Thank you, Mother Turtle! Goodbye, turtle mother!
——I saw the white belly. Is that our mother?
The children asked together: Mother Goose, Mother Goose, have you seen our mother? What does it look like?
Mother White Goose: Your mother is wearing green clothes.
Oh, it turns out our mother is wearing green clothes.
Children: Thank you, Mother Goose, goodbye, Mother Goose!
——A few mothers just told us, what does the tadpole’s mother look like? (There are two big eyes on the head, a wide mouth, four legs, a white belly exposed, and wearing green clothes.)
——I came up with a good idea: let’s put the little Draw the tadpole's mother so that the tadpole can find her mother quickly. How to draw a tadpole's mother? (Guide children to summarize the characteristics of frogs)
3. Sing, jump, and learn to be little frogs
1. The mother frog swam away with the little frogs. What did they do there? ? What is Mother Frog’s greatest skill?
2. Rhythm: little frog.
Teaching reflection:
The tadpole looking for its mother is a relatively long and complicated story. The age characteristics of kindergarten children determine that they cannot fully understand such stories with complex plots and many characters. Although we have told the story "Tadpole Looking for Mom" ??in our usual recess activities, it is still difficult for children in daycare to remember the language in the story and perform it.
Therefore, we simplified the story. Considering that kindergarten children are more interested in repeated language dialogues and it is easier for them to understand and remember, we designed the tadpole dialogues to be: Are you our mother? We also follow this characteristic for other animals: "No, your mother is..." This design is not only simple and easy to understand, but also lays the foundation for reducing the difficulty of children's role performances later!