Five teaching plans for open language classes in kindergarten

As an unnamed and selfless educator, you are usually asked to write teaching plans, which are the basic conditions to ensure the success of teaching and improve the quality of teaching. How to write a lesson plan? The following are five teaching plans for the open language class in kindergarten, which I have compiled for you, hoping to help you.

1

It's raining, it's raining, ants are hiding under mushrooms, mushroom umbrellas; It's raining, it's raining, the frog is hiding under the lotus leaf, and the lotus leaf umbrella; It's raining, it's raining, the insects are hiding under the leaves, and the leaves are umbrellas.

Happy literate ant frog bug mushroom lotus leaf

There is a small question mark in my class

Design intention

Children in large classes are curious, inquisitive and eager to learn. They always like to ask "why" when they see things they don't understand in nature and life. Combined with the age characteristics of children in large classes, I choose the children's song "There is a little question mark in my class" as the material, so that children can boldly ask questions and try to learn to imitate children's songs by drawing and recording, so as to stimulate their curiosity and thirst for knowledge, encourage children to ask more why when they are in trouble, and cultivate their good habit of thinking from an early age.

Activity goal

1. Willing to learn from the "little question mark" and cultivate the good habit of using your head and asking more questions.

2. Review and try to imitate the children's song "There is a little question mark in my class".

3. Learn to express your problems by painting, and be willing to actively strive to be a "small question mark" to enhance your thirst for knowledge and curiosity.

activity preparation

material preparation: illustrations of the story "Little Question Mark", "?" Teaching AIDS, markers, a number of blank sheets, a KT board, a crown of "question mark king", paste, etc.

Activity process

1. Use stories and nursery rhymes to introduce activities and arouse the enthusiasm of children.

teacher: (show me "?" What symbol is this? What do you mean?

You: This is a small question mark, which means to ask a question.

teacher: by the way, this is a small question mark, which we will use when asking questions. With "?" Say hello to the baby.

you: hello, little question mark!

teacher: (instead of answering the question mark) "Hello, children."

In this session, the baby with little question mark is presented in an anthropomorphic way, aiming at attracting children's attention.

teacher: here is a story about the little question mark. Do you want to hear it?

young: yes.

The teacher tells the story "Little Question Mark" while showing the teaching wall chart.

Grasping the feature that children like to listen to stories, combining with their existing life and knowledge and experience, we put some easy-to-understand questions in stories, and use story illustrations to help children get familiar with the story content quickly, laying a foundation for children to recall the problems in stories.

teacher: what was the name of the story the teacher told just now?

You: Little Question Mark.

teacher: what are the names of the children in the story? What questions did he ask?

You: Xiao Gang. He asked why he had to get dressed when he woke up in the morning. Why do you brush your teeth?

young: why does it rain? Won't you get wet when you put on a raincoat?

Young: Why is the moon hanging in the sky? Why didn't it fall?

.............

Teacher: Do you like Xiao Gang? Why?

Young: Yes, because he will ask a lot of questions.

Young: We also want to know the answer to his question.

With the help of vivid teaching wall charts, children can easily recall the problems in the story. They are eager to try one after another, which not only mobilizes their enthusiasm, but also wants to be smart children.

teacher: we also learned a nursery rhyme about' little question mark'. What are the children's names in the nursery rhyme?

young: Li Miaomiao.

teacher: let's tell this nursery rhyme to Xiaogang.

Teachers and children * * * recited the children's song "There is a little question mark in my class"

After reviewing, they not only reproduced the content of children's songs, but also laid the groundwork for the following imitation of children's songs.

2. Children try to ask questions and imitate the children's song "There is a little question mark in my class".

(1) Stimulate children's interest as "little question marks".

teacher: do you want to be a "little question mark" too?

young: yes.

teacher: so what questions do you want to know?

Young: Why is there a red'+'on the doctor's clothes and hat?

Young: Why are there seeds in watermelon?

Young: Why do butterflies fly in the sky?

..............

(2) Children ask "why" in the form of painting.

Teacher: Today, let's write down the questions we want to know with a marker and white paper, and pay attention to the larger picture when drawing, so that others can understand what you are asking at a glance.

Teachers give proper guidance to children in layout and composition, and encourage children to ask different questions from others.

encourage children in the group to exchange their own questions.

In this session, some children drew a cat to chase mice, others drew the sun and the moon ... They put forward all kinds of "why" and were in high spirits. Even children who don't like painting at ordinary times boldly asked questions with paper and pen.

(3) Teachers and children exchange their own questions.

Ask 3 ~ 4 children to bring their own questions to the front, show them to their peers and ask questions.

Teachers encourage children to ask questions from multiple angles and use their body language to help express their own problems.

Young: Why do birds fly in the sky? Why do cats catch mice? Why do chickens like to eat bugs? Why can't people fly to the sky?

Young: Why are there seeds in watermelon? Why do you have to pay for things? Why do big trees grow so tall? Why do fish swim in the water?

...........

(4) Teachers and children * * * imitate children's songs

Teachers: Children have raised a lot of questions. Let's put a "little question mark" headdress on the children who ask too many questions, and put their names together with the questions in the children's songs.

The teacher asked a child to come on stage to show his problems.

you: there is a xx in my class, and everyone calls him Xiao question mark. He asked the mouse why he was afraid of cats. Why do fruit trees bear fruit in autumn? Why is the earth colored? Why does eating too much sugar cause tooth decay? The teacher smiled and praised XX for his willingness to use his brain. As long as you study hard, you will know in the future.

teacher: that's nice. let's applaud the ×× drum together.

Please invite several children to show their problems on the stage, and imitate children's songs collectively.

Imitation poetry pushed the whole activity to a climax. When all the children in the class put their names into children's songs, they all smiled knowingly and looked very proud. Other children who are not on stage are also very active, envious of those companions who can put their names into children's songs. Usually timid children are also eager to try, and the classroom atmosphere is unprecedentedly active.

3. Arrange a "small question mark" column to guide children to try to find answers to each other's questions.

Ask the children to post their own questions on the KT board and arrange a "small question mark" column.

teacher: today, we have raised so many questions. Do you know the answers to these questions?

young: yes.

young: I don't know.

Guide children to discuss the questions raised by others.

Young: I know why the swallow's tail is like scissors. Because when the swallow flies in the sky, the scissors-like tail can help it master the direction and keep its balance.

.....................

Teacher: How can we know the answers to the questions we don't know?

you can check it online.

You can go home and ask your parents.

Young: You can watch books and TV.

teacher: the children are great! A lot of questions have been asked, some of which you already know, and some of which you don't know. When you get home, you can try to find answers to the questions you are interested in.

Children in large classes already have the ability to explore questions. While encouraging children to ask questions, teachers should also guide children to actively seek answers to questions through various channels, so that children can not only ask questions, but also seek answers to questions. Teaching plan for open language class in kindergarten 2

Educational goal:

1. Feel the beauty produced by exaggerated plot in the story.

2. Encourage children to boldly express their guesses and thoughts about the plot.

3. Willing to communicate and express your ideas clearly.

4. Know how to help others when they are in trouble.

Activity preparation:

1. Experience preparation: Know that rats are one of the four pests and know what a basement is.

2. Material preparation: pictures of Mr. Timid and the mouse; Animation courseware; Background map.

Activity process:

First, mice are introduced to stimulate children's interest.

1. Guess: What should I do if the mouse comes?

second, interrupt the story telling, and set suspense to arouse children's bold expression.

Question 1: What will the mouse say after Mr. Timid catches it?

question 2: what will the big mouse say to Mr. timid after giving birth to many small mice? Why did the big mouse change houses with Mr. Timid?

question 3: what will Mr. timid do when the mouse makes unreasonable demands for the third time? Do something for Mr. Timid.

third, the teacher tells the story completely.

1. Question: What is the name of the story? Who is in the story? What did you say? How do you feel after listening to this story?

Fourth, fully appreciate the animated story and organize children's discussion around the image of Mr. Timid.

1. Question: At the beginning of the story, what was Mr. Timid like at the beginning? What happened to Mr. Timid in the end? After this incident, will Mr. Timid still be afraid when he meets a mouse?

2. Emotional education: Encourage children to be brave, not afraid of things, and not to be timid.

Activity extension:

Put a picture of "Mr. Timid" in the language corner, so that children can read and tell freely. Teaching plan of language open class in kindergarten 3

1. Design intention

Some time ago, a parent told me that after eating half a watermelon, the child kept fiddling with the watermelon skin and kept asking what the semicircular watermelon skin could do. I told my parents that this proves that children have a strong desire to create, and should actively provide creating conditions for children and guide them to use their hands and brains. While introducing to parents, an idea came into my mind: developing children's imagination and creativity by combining fairy tales.

The fairy tale "Little Mouse Eating Watermelon" is just suitable for this idea. Through the plot that mice grow watermelons-try to eat watermelons-invite animals to drink watermelon juice, this fairy tale creates two lively and interesting images of mice who love life, and proves the truth that people who love labor, brains and companions are happy. When children imagine what watermelon skin can do, they will make it into toys by themselves, and finally put the operation process into the end of the story.

In the works, the size of watermelon is exaggerated, but the size of mouse is small, which leads to the problem of how the mouse eats watermelon. The teacher throws the problem to the children to find a solution. With vivid and interesting contents, children can learn the joy of labor and harvest, realize the joy of bold imagination and innovation, and feel the joy of friendship and sharing. In short, this activity is determined to guide children to love life. Positive and willing to innovate.

Second, the goal of the activity

1. Perceive the structure of fairy tales, and try to adapt the ending of the story on the basis of understanding and imagination, and express it clearly in language.

2. Cultivate children's good morality of loving labor, thinking and sharing the fruits of labor with their peers.

3. Understand the characteristics of the characters on the basis of perceiving the content of the story.

4. Understand the moral and philosophy contained in the story.

3. Activity preparation

1. Courseware

2. Four watermelons, wheels, sails, plasticine, sticks, colored paper, paste, scissors, knives, complete peels, semi-circular peels, etc.

IV. Activity process

(1) Appreciating the story

1. The teacher leads out the name of the story by asking questions to attract children's attention.

2. Tell the story for the first time and play the courseware as you speak. (Watermelon and mouse appear on the screen, highlighting that watermelon is big and mouse is small)

3. Tell the story for the second time and play it while telling it. (Animation plays the basic content of the story)

4. Question:

What about the watermelon planted by the white mouse? How did the white mouse manage to eat watermelon? What did it think of with its friends? Will these methods work? Why? How did the white mouse finally eat watermelon? Who did it invite to eat watermelon with? What kind of white mouse is the story? Do you like it? If you are a white mouse, how can you eat watermelon? Think of a different way from the white mouse in the story. )

5. Teachers guide children to conclude that white mice grow watermelons-white mice that love the past; Suck watermelon juice through a straw-it's a brainy white mouse; Free watermelon juice-a white mouse who cares about others.

(2) What is melon skin used for?

1. Provide children with certain tools and materials to encourage them to imagine and operate. (small wheel, sail, colored paper, paste, scissors, knife, complete melon skin, semi-circular melon skin)

2. Group activities according to the age, ability and interest characteristics of the children in the class.

① paste activity. Teachers give guidance to help children complete the process of imagination and painting.

② Physical operation activities, in which teachers participate in activities to prompt and inspire children. Teachers can inspire children to make cars, yurts, small houses and sailboats with watermelons. Pay attention to remind children to imagine developing simple plots in operation.

(3) Imaginative narration

On the basis of the activities in the previous stage, children are required to imagine a new ending for the story and tell it in front of the group.

1. Ask children: What can the white mouse do after eating the watermelon?

2. Guide children to make up a complete story by using personal experience: suppose that small animals have done something useful together, please help them think about it and then make it into a story.

V. Extended activities

Learn songs and perform "Planting Watermelon" to feel the joy of experiencing the labor harvest of mice.

VI. Reflection on activities

After the implementation of activities, I feel that there are still some shortcomings in setting goals.