Recommend 4 lesson plans for open language classes in kindergartens

As a silently dedicated educator, it is necessary to carefully design a lesson plan. Writing lesson plans will help us figure it out. textbook content, and then choose scientific and appropriate teaching methods. So do you know how to write a formal lesson plan? Below are 4 open language course lesson plans for kindergarten middle classes that I compiled for everyone for your reference. I hope it can help friends in need.

Kindergarten language open class lesson plan Part 1

Activity goals

1. Understand the message of autumn conveyed by prose poems, and feel the beauty of prose poems.

2. Try to imitate sentences in prose to create new ones.

3. Educate young children on protecting trees.

4. Participate in reading and discussion, experience the strangeness and humor of the story, have a preliminary understanding of the character traits of the protagonist in the story, and further stimulate your interest in reading books.

5. Through teachers reading aloud, children read emotionally and participate in acting, allowing children to perceive the story.

Activity preparation

1. Prose poems and prose poem courseware ppt with pictures and texts.

2. Some leaves, gauze and boxes.

3. Music "Autumn Whispers".

Activity process

1. Introduction: Use magic to introduce the theme.

The teacher used a gauze scarf and a box to perform magic and made a bunch of leaves.

Teacher: Today, the teacher will perform a magic trick for the children. Children, please watch carefully!

The teacher uses mysterious movements and eyes to attract the children's attention.

Teacher: What did the teacher conjure for the children?

Children answered: Leaves.

Teacher: Children, do you know how these leaves fall from the trees?

Children’s answer: They fall from the trees as soon as the wind blows.

Teacher: It’s autumn now. The weather is getting cooler. Leaves fall from the trees when the autumn wind blows. These leaves are floating. Where do you think they will float?

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Children discuss and answer.

Teacher: Dear children, let us enjoy a prose poem "Falling Leaves" and see where the fallen leaves have fallen.

2. Appreciate prose poems, feel the beauty of prose poems and the breath of autumn they convey

1. Show prose poems with pictures and texts, play the music "Autumn Whispers", and the teacher recites the prose poetry.

2. Question: The autumn wind has risen and the weather has become cold. How do the leaves fall from the branches?

Fall down. Invite children to learn the movements of falling leaves.

3. What do the little animals in the prose poem think of fallen leaves?

4. Appreciate the prose poem while reading the courseware.

Question after appreciation:

When a small leaf falls on the ground, who crawls over? What does it think of it? (The little insect crawls over and stands underneath, treating it as a house. )

A small leaf falls in the ditch, who crawls over? What do you think of it? A small leaf falls in the water, who swims over? What does it think of? The leaf falls in the yard, the little swallow sees it What did you say? Why do you say that leaves are letters?

Some leaves will fall when autumn comes, indicating that winter is coming. The little swallows go to the south to spend the winter. Although the leaves have no words, they are facing the same direction. The little swallow conveys a strong sense of autumn. Children, do you know who will go to the warm south when winter comes? (Dayan)

3. Imitation of prose poems

1. The teacher demonstrates imitation.

The leaves fell in the yard. The geese saw it and said, "A letter has come, a letter has come, urging us to go to the south."

2. Encourage children to imitate knitting.

Teacher: Children, think about what else the fallen leaves can be used for besides houses, boats, umbrellas and letters? Who can think differently from others?

Demonstration:

1. The leaves fell on the grass. The little rabbit saw it, jumped over and used it as a hairpin.

2. The leaves fell in the yard, and the birds saw them and used them as parachutes.

3. The leaves fell into the forest. The little monkey saw it and regarded it as a whistle.

4. The leaves fell in the yard. The pig saw it and used it as a fan.

IV. Educate young children to care for trees

Teacher: Children, these leaves come from big trees. If there are no big trees, how would we pick up the leaves? Therefore, we must protect trees. So please tell me, children, how to protect small trees?

Children’s answer: Water the trees, plant more trees, and prevent others from destroying the trees.

Teacher summary: I want to care for and protect trees, not break branches, water trees, plant more trees, not let others destroy trees, and be a good child who cares for trees.

5. Leaf Game

How to play the game:

1. Children hold both ends of the petiole of the leaf in their hands and cross each other's petiole.

2. Two people must pull the leaf toward themselves with force at the same time. The one with the unbroken petiole wins.

Rules:

1. Children’s hands should be held in roughly the same position on the petiole.

2. Two people should pinch the leaves at the same time.

Teaching reflection:

During the activities, the children were particularly motivated to participate in the activities, because this is an issue they are interested in. It is just that some children lack knowledge in this area, but During the activities, they were able to fully mobilize their various senses to participate in the activities. I personally think that this class was successful. Kindergarten language open class lesson plan 2

Activity goals:

1. Guide children to deepen their understanding of various hats through existing experience, and be able to boldly describe the characteristics of hats and uses.

2. Guide children to understand that people in different professions wear different hats to serve us and improve their interest in learning.

3. By observing the pictures, guide the children to describe the content of the pictures.

4. Ability to listen quietly to others’ speeches, think actively, and experience the fun of literary activities.

Activity preparation:

PPT, each child a hat

Activity process:

1. Let the children discover through display The differences between hats and be able to know the names and uses of various hats.

1. Guide children to observe hats and tell the characteristics of different hats.

Teacher: You are so interesting today, you all wore hats. So let’s talk about our hats together! Who can tell you what hat you are wearing? What does it do?

2. Summary: It turns out that some hats can block the sun, some hats can make us feel warm, and some hats can also protect us. So, different hats have different functions.

3. Teacher: You have brought so many hats, and the teacher also brought three special hats. Send your hats home first, and we'll take a look together.

2. Show three special hats to guide children to understand that people in different professions wear different hats.

1. Teacher: Who can tell you which hat you recognize?

★Police Hat

Teacher: Why did you tell it was a police hat? How did you tell it?

Introduction to the national emblem

2. Teacher: In addition to the police hat, do you also know the manna hat?

★Chef’s Hat

Teacher: How do you know this is a chef’s hat?

Teacher: Why do chefs wear long, white hats?

Teacher: You have so many different ideas, so let’s listen together. What’s the use?

Summary: It turns out that chefs wear hats for the sake of cleanliness, so let’s use our little brains to think about what other jobs require wearing hats for the sake of cleanliness?

Teacher: There is a person around us who needs this hat every day. Who is it?

Children: Aunts

Summary: It turns out that flight attendants, nurses, aunts and people who prepare delicious food must wear clean hats

3. ★Construction Hat

Teacher: There is one last hat. Whose hat is it?

Children: workers, construction workers...

Teacher: Does anyone know its name? Who can tell me why I wear this hat?

Teacher: The safety helmet protects everyone. It also saved the life of a construction uncle. Let’s take a look.

Teacher: How did the safety helmet save everyone after falling into a pit? Uncle's?

Teacher: Safety helmets are very useful, so who else in our lives needs to use safety helmets?

Summary: You must wear a hat for some dangerous sports. After seeing these distinctive hats, the teacher came up with a nice children's song. Do you know what is different?

Teacher: Being different means being special and different. Let’s listen to this unique children’s song together!

3. Recite children’s songs while playing PPT

Poetry: A unique hat

4. Extension of activities

Teacher: Think Think about what career you want to be, and let’s design a special hat for you tomorrow, okay?

Teaching reflection:

This event ended successfully! Before the activity, I created a relaxed and free activity atmosphere for the children, so that the children could easily exercise and improve in the relaxed and free atmosphere. During the activity, the children were proactive and could answer the teacher's questions in a more complete language and actively communicate with their peers. Kindergarten Language Open Class Lesson Plan 3

1. Work Appreciation

(1) Content Introduction

There was a lonely big white goose who wanted to talk to him. Play with friends. However, the fish ignored it, the chicken ignored it, and the bird ignored it. Just when it was sad, a bunch of shiny bubbles flew from the sky. Where did these bubbles come from? Can the big white goose find friends?

(2) Theme analysis

The story vividly describes the experience of a lonely big white goose looking for friends. Such a simple and interesting story tells children how to find friends so that they can be loved by their friends.

(3) Plot analysis

The big white goose longs to be with its friends, but lacks a way to communicate with its companions, which makes it repeatedly run into obstacles in its search for friends. The setbacks again and again made the big white goose sad, and at the same time it caused the young readers to think: How can we make friends?

Finally, the big white goose made friends with politeness and friendliness. The story has a happy ending, helping children feel and experience the warmth and happiness of being with friends.

(4) Picture analysis

The picture is vivid, with bright colors, distinct characters and prominent key points.

Based on the details contained in the picture, you can infer the plot of the story. For example, by observing the direction and expression of the chickens, fish, and birds, you can judge that they are not willing to be friends with the big white goose; The goose's posture when chasing bubbles can reflect its eagerness to find friends... These can effectively develop children's observation and thinking skills.

In addition, the characters in the story are simple in shape, which can be used as a reference for middle school children to imitate and draw.

(5) Character Analysis

The big white goose in the story is like a 4-year-old child. It can no longer be satisfied with simple happiness. It longs for more friends, but And lack of ways to interact with friends. When its recklessness scared away its friends, it felt sad and wanted to know why everyone ignored it; when it realized how to make friends, many bubbles flew from the sky, giving it hope of finding friends. , this time it finally felt the joy of being with friends as it wished.

The process of Big White Goose looking for friends is like every child’s personal experience. In the process of appreciating the story, they help Big White Goose analyze the reasons for failure in making friends, while also accumulating their own experience in interacting with people. experience.

(6) Language analysis

There are obvious changes in the language of the big white goose in the story. The teacher should show two different tones and intonations when telling the story, so that the children can feel Be polite and friendly when communicating with peers; you can also guide children to think and tell what the big white goose should do to find friends. During the discussion, children will use their own original experience and know that making friends should be as polite and gentle as possible, thereby accumulating new experiences in interacting with their peers.

During the reading process, children can also be guided to tell a coherent story about "Where is Big Zigoose and who do they want to be friends with?" This will help cultivate the ability of middle-class children to tell a complete story.

(1) Activity Design 1

1. Design Ideas

Children in the first semester of middle school like to play with their peers and want to make more friends. , but in the process of interacting with friends, it is difficult to consider the feelings of others and always impose one's own wishes on others. They know to be polite to their teachers, but rarely to their friends. The storyline is simple, fun and appropriate for the experience level of children of this age. The experience of the big white goose in the story vividly tells children how to interact with their peers in order to make more friends.

The second part of the activity uses tables to help children sort out information such as "places" and "people" so that children can tell more completely. In this link, the children must first help the big white goose analyze why everyone is unwilling to be friends with it, and then help the big white goose come up with ideas on how to get the little girl to be friends with it. Think about it twice so that they can feel the importance of politeness when interacting with others and understand the main meaning of the story. The name of the story is shown to the children only after the story is told, which can effectively promote the children's ability to summarize the core content of the story.

Of course, a story can stimulate children's emotional needs to interact with their peers, but this is only momentary. To turn a moment into a long-term one, it requires teachers' continuous attention and guidance in daily life. After the activity, on the one hand, teachers can create an environment corresponding to the story, so that children's enthusiasm for "finding friends for the big white goose" can continue in low-structure activities;

On the other hand, they can also use real situations to Encourage young children to make more friends in a friendly way and experience the joy of being with friends.

2. Activity goals

(1) Appreciate picture books, experience the mood of the big white goose looking for friends, and be able to express your own opinions.

(2) Be willing to be with your peers and learn to interact with them in a friendly and polite manner.

3. Activity preparation

PPT courseware

Big White Goose’s experience of finding friends (three columns: where, what friend was found, and whether it was successful), A pen and a picture with the ending of the story as the background (including a girl, a big white goose, a kitten, a giraffe, a piglet, a bunny, etc., and leave a blank space so that children can add space for drawing)

4. Activity process

(1)) Introduce the characters and arouse interest

Show page 1:

Who is this? Guess what it wants What are you doing?

A big white goose feels lonely alone and wants to find friends to play with it. Let's see together, can it find friends?

(2) Observe the pictures and understand the story

①Show pages 2 to 5:

Where does the big white goose go and who does it want to be friends with?

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Are they willing to be friends with the big white goose? Where did you see it?

②When the children tell the story, the teacher records the children's narrative content in the form.

How a big white goose finds friends. Why are the little fish, chickens, and birds unwilling to be friends with the big white goose?

④ Show pages 6 to 11:

The big white goose will think something when seeing bubbles What?

How can I find a friend who blows bubbles?

A big white goose is afraid of a little girl and is unwilling to be friends with it. What should it do? (Please teach the child) The big white goose talked politely to the little girl)

⑤ Show pages 1 2 to 1 4:

Take a look, how many friends have the big white goose found? Who are they?

⑥When the children talk, the teacher records and presents the content of the children's stories in the table

Summary: Polite people can definitely make more friends;

(3) Continue the story and extend the activities

①Recall the plot of the story according to the record sheet.

- Did the big white goose find someone to be its friend? Did it succeed? (Tell the story completely and coherently.)

② Present the background picture.

—The little girl and her friends are still blowing bubbles. What other friends will their bubbles find?

(During the district corner activities, encourage children to continue to make up stories and tell Dabai The new friends found by the goose and the little girl are added to the record list) Kindergarten language open class lesson plan 4

(1) Content introduction

Taro secretly raised a monster. , this monster is called Guigui. Guigui is very useful. If Taro doesn't want to eat, Guigui will eat it for him. If Taro doesn't like to drink milk, Guigui will drink it for him. Father, mother, and teachers all praised Taro

He is a good boy who is not picky about food, and Taro is very proud of him. However, Taro did not expect that the monster ate so many good things and grew up day by day, and terrible things happened...

　 (2) Theme analysis

The story is told through The story between the picky eater Taro and the little monster Guigui allows children to understand the dangers of picky eating and the principle of eating everything.

(3) Plot analysis

The plot of the story has ups and downs. At first, Taro was picky about food. Not only did he get help from the little monster Guigui, but he also received praise from his father, mother and teacher. Just when Taro was complacent and young readers were envious, the plot suddenly changed.

The seemingly cute Guigui has become increasingly powerful as his appetite increases, and threatens the life of Taro, who is thin and small due to malnutrition. This change in the plot turns the young readers' original envy into worry and regret, and triggers thinking about the bad habit of "picky eaters".

In the end, with the help of his friends, Taro escaped the danger.

With the departure of danger, after experiencing "elegance, joy, worry, fear, and regret" with Taro, the young readers also secretly made up their minds: they will no longer be picky eaters, and will become a person who loves to eat everything. healthy baby.

(4) Picture analysis

This picture book has clear pictures and prominent themes, making it easy for middle class children to observe and describe.

Page 7\8 in the story is an important turning point. Taro’s expression changes dramatically, which can guide children to observe Taro’s expression and guess his different psychological activities; pages 1 1, 1 2 There are many small symbols on the page, telling readers that although the ghosts have escaped, everyone has many thoughts in their hearts. What will they think? It also leaves a lot of imagination for young children... The open-ended ending of the story makes it easier to The story continues into life, allowing children to consciously develop good habits of not being picky about food.

(5) Character Analysis

In the vivid and interesting story, a child named Taro is so real. Like most children in life, he refuses everything he doesn’t like. of food, "luckily" he had Gui Gui helping him. When the children saw that Taro didn't have to eat food they didn't like and was praised by his father, mother and teachers, they not only felt kind, but also envious.

Then, the plot of the story took a turn. Taro, who was picky about food, was unable to fight against the ghosts, but the children who were not picky about food were all brave and strong. The children's cognition and emotions also changed with Taro's experience at this time.

Finally, when "Gui Gui is still looking for new partners", the children are not willing to become the next "Taro", and hope that they can also "love to eat everything". Grow stronger.

(6) Language analysis

"Ghosts Are Staring at You" uses narrative language. The language atmosphere of the teacher telling the story should change according to the changes in the plot. It is soothing and sometimes tense, allowing children to feel immersed in the story and full of expectations for the development of the storyline.

When appreciating the story, you can combine the children's life experience and guide them to tell the complete story: "What do I like to eat? What do I not like to eat?" to improve the ability of middle class children to express complete language.

(1) Activity design 1

1. Design ideas

Story content has a positive effect on helping children develop good eating habits.

Before the activity, teachers can use the meal time to carefully observe and understand the eating situation of the children in the class, and communicate with parents to obtain information.

Based on the continuous deepening of story clues, this activity guides children from admiring Taro to gradually realizing Taro’s mistakes. And create opportunities for children to connect with their own lives. At first, they wanted to be like Taro and give the things they don’t like to eat to ghosts. But after thinking and discussing, they understood that: every kind of food has different nutrients, and only if they are not picky eaters can they It will make you healthier and stronger.

After the activity, teachers joined hands with parents to pay attention to this issue, and tried "things they don't like to eat" with the children, and provided timely help and encouragement.

2. Activity goals

(1) Knowing that every food is nutritious and knowing not to be picky about food will make you healthier and stronger.

(2) Appreciate stories, understand and tell the plot with the help of adults.

3. Activity preparation

PPT courseware

4. Activity process

(1) Stimulate interest and trigger suspense

1. (Show page 1 and introduce the characters.) Who did you see?

1. This boy His name is Taro, and this is the monster he raised, called "Ghost". The name of the story is "Ghosts Are Staring at You".

Yi Gui Gui is Taro’s favorite friend.

Why do you think Taro likes Gui Gui?

(2) Observe the picture and understand the story

④ Show page 2:

Why does Tairou like Gui Gui? You What did you see that Gui Gui helped Taro do?

② Show pages 3 to 1 O:

What did Ichitaro ask Gui Gui to help him eat?

Yi Gui Gui ate all the things Taro didn’t like, and his mother, father and teacher even praised Taro!

⑧Play the courseware:

The food here , what do you like to eat? What don’t you like to eat?

2. If you have a "Gui Gui", what do you want him to help you eat?

④ Show numbers 11 to 22 Page:

What do you see? (Guigui has grown up.) Why does Guigui grow up so fast?

What will happen to things later?

1. Do you think Taro can defeat the ghosts? Why?

1. Why are the friends so strong?

Summary: Friends are not picky about food, and they are all kinds of food. They like to eat everything, and all the nutrients are retained in the body, so they are strong.

　(3) Discussion extension

　1 (Show pages 23 and 24.) Taro no longer wants to be friends with ghosts. He also wants to be as strong as his friends. Why? What to do?

Ichitaro ate every food he didn’t like. Look, what has become of Taro now?

A ghost is still looking for a new friend. If a ghost finds you, what will you do?

(2) Activity Design 2

1. Design Ideas

In the first activity, the children learned about the disadvantages of picky eating through a thrilling storyline. However, there is still a gap between understanding the truth and developing habits, so the second activity paid more attention to the real life of children. Teachers select vegetables that children do not like to eat in daily life, guide them to observe and understand the appearance characteristics of vegetables, and arouse their interest in tasting various dishes. At the same time, try to use recording and experience methods to help children develop good habits of not being picky about food.

2. Activity goals

(1) Get to know some common vegetables and be willing to try foods you don’t like to eat.

(2) Know that you can be healthier and stronger by not being picky about food.

3. Activity preparation

Some vegetables that children do not like to eat, such as: celery, carrots, lettuce, black fungus, etc. (cooked vegetables of the same kind and small pictures of these vegetables ) Pen, paper

Two pads of different colors (red, blue) for each person, a small plate and a small spoon for each person

4. Activity process

(1) Recall the story and expand the topic

1. Who is this?

1. Since Gui Gui left, Taro likes to eat everything. Look, he brought us a lot of vegetables today, do you know them all?

(2) Observe and communicate, get to know vegetables

① Observe vegetables and introduce the vegetables you know. —Find a vegetable you know and tell your friends what it is and what it looks like?

(Communicate collectively and complement each other.)

②Watch the courseware and guess Guess it.

There are some vegetables here, do you know what they are?

There are pictures of these vegetables on the table. Paste the dishes you like on the red pad and those you don’t like. The food is posted on the blue backing board.

(Children operate and communicate with each other.)

③Taste vegetables.

- Taro also brought a lot of dishes that he cooked himself, let’s see what they are?

- Do you want to try them?

- But , Taro has a request, each person tastes two dishes, one you like and one you don't like.

Summary: You guys are amazing. Not only did you eat the dishes you like, but you also tasted the dishes you didn’t really like. It seems that the ghosts will not keep an eye on you.

(3) Extension of the activity

Spread a large white paper on the ground, two good friends, one person lies down, and the other person draws the outline of the friend on the paper with a pen , the two exchange each other again.

Write down the dishes you have eaten every day with paper and pen, and paste them in your outline.

After a few days, stand in front of the silhouette and compare yourself to see if you have grown taller and stronger.

(3) Activity expansion

After the activity, observe the children's eating situation, encourage them to try dishes they do not like, and communicate with parents to help children develop To develop a habit of not being picky about food, you can also design a form for relevant evaluation.

(4) Activities in the Reading Area

"Delicious Recipes": Children record (can draw or cut and paste) their dinner dishes together with their father and mother, and introduce them the next day To everyone. Bind the records into "Delicious Recipes" for children to read during free activities.