Elephant wants to fly kindergarten language teaching plan

Little Elephant Want to Fly Kindergarten Language Teaching Plan (5 Selected Articles)

Teaching plan is a practical teaching document designed and arranged by teachers in order to carry out teaching activities smoothly and effectively, according to the requirements of teaching syllabus and teaching materials, combined with the actual situation of students, taking class hours or topics as units. Next, I will introduce the kindergarten Chinese teaching plan "Little Elephant Want to Fly" (5 selected articles), hoping to help you!

Elephant wants to fly kindergarten Chinese teaching plan 1 activity goal

1, know the story content, be able to listen to the story attentively, and be interested in interesting fairy tales with philosophy of life.

2, know that others have their own skills, don't underestimate yourself.

The theory is complete: "I can't … but I can …".

4. Learn the verbs "climb", "fall", "hook" and "move".

Activities to be prepared

1. Before the activity, the children know some animal skills (birds, elephants, snakes, tigers, lions, etc. );

2, homemade desktop teaching AIDS, birds, elephants, snakes, tigers, lions.

3、ppt .

3. the magic box. (There are verbs for children to learn)

Activity process

(1) Import activities

Organize children to discuss: among birds, snakes, lions, tigers and elephants. What kind of animal can fly?

Ask questions before telling a story:

Teacher: There is an animal that wants to fly, too. Do you want to know who he is? Now please listen to the story carefully and tell the teacher which animal wants to fly.

(2) Storytelling-Little Elephant Wants to Fly

1. Tell the story for the first time and remind the children to pay attention.

1), who is my story about? (Elephant) Why does it fly?

2. The teacher told the story for the second time in combination with the wall chart.

1) What other animals are there in the story? There are lions, snakes, etc. ) Then let's listen to what they said to the baby elephant.

In the process of children's free discussion, the teacher showed a wall chart at the right time, "Look! This is a baby elephant who wants to fly. The baby elephant has just been born. On the third day, I chatted with my mother ... "

In the process of telling, slow down the dialogue and guide the children to imitate the language of story dialogue.

1) What do elephants think when they see birds in the sky?

2) Can snakes fly? What will it do? What did the snake say to the baby elephant?

3}, what will the lion do? What did the lion say to the baby elephant?

4) What can a tiger do? What did the tiger say to the baby elephant?

5) What skills do elephants have?

Elephants have great strength. With the hook of his nose, the big wood was moved away.

Does it finally want to fly?

I don't want to.

Why? Because he knows what he can do.

3. Tell the story for the third time, focusing on the dialogue. The teacher asked the children questions while operating the desktop toys. What did the animals say to the baby elephant?

The teacher shows the teaching AIDS on the desktop, so that the children can recall the stories and the people who appear, and sort them.

Teacher: Now the teacher invites these little animals out.

Teacher: Who appeared first in the story?

Let's tell this story together. The teacher whispered and the children spoke loudly.

In the process of asking questions, teachers operate desktop teaching AIDS to help children consolidate stories, contents and dialogues.

(C), conversation activities "My skills"

Teacher: "The children are great. Every small animal has its own skills. However, I still don't know what skills children have. Can you tell me? "

Encourage children to speak boldly and loudly about their or their good friends' skills in front of the group, and inspire children to speak in the sentence pattern of "I (he) can't"

(d) Experience the meanings of the four verbs "climb", "fall", "hook" and "move" through games.

Children have many skills, and teachers also have their own skills. I can't fly either, but I can do magic.

Teacher: Look, this is my magic box.

1, please take pictures of individual children.

Show the pictures and let the children compete who can say the correct verb first.

2. According to the teacher's instructions, let the children do the corresponding actions.

(5), activity extension

Today, the teacher told a story about a baby elephant wanting to fly. Elephants always envy others at first, but when they know their skills, they think highly of themselves. And feel very happy! Review and consolidate in daily life.

Attachment: Story content:

On the third day after the baby elephant was born, he and his mother came to the river and saw a bird flying in the sky. The elephant thought, "if I can fly, I can see more things!" "

The elephant climbed the tree to learn to fly, and fell down with a cry of "Ouch".

The snake saw it and said, "Elephant, we have our own skills.

I can't fly, but I can sleep in the tree.

The lion said, "I can't fly either."

However, I can jump over this wide river. "

The tiger said, "I can't fly either, but I can swim!" " "

Mom and Dad said to the baby elephant, "We elephants are stronger than birds." The elephant understood. He hooked it with his long nose and the big wood moved away.

"Little Elephant Wants to Fly" Kindergarten Chinese Teaching Plan 2 Activity Goal

1. Emotional goal: Understand the content of the story, listen to the story attentively, and be interested in interesting fairy tales with life philosophy. (activity focus)

2, ability goal: know that others have their own skills, don't underestimate yourself.

3, cognitive goal: the complete sentence of the theory: "I can't ... but I can ... (activity difficulty).

4. Cultivate children's good habit of speaking boldly and completely.

5, according to the existing experience, boldly express their ideas.

Important and difficult

1, know the story content, be able to listen to the story attentively, and be interested in interesting fairy tales with philosophy of life. (activity focus)

2. The complete sentence of the theory: "I can't ... but I can ... (the difficulty of the activity)

Activities to be prepared

"Little Elephant Want to Fly" story courseware; "I can't ... but I can ..." Pattern; Art area: painting operation materials.

Preparation before class:

Before the activity, children know and understand some skills of animals (birds, elephants, snakes, tigers, lions, etc. Rich life content and experience are the source and foundation of children's language expression. With rich life experience and experience, children can express their ideas.

Activity process

(1) at the beginning: watch the courseware to stimulate interest and discussion.

1. Why do elephants want to fly?

2. Can elephants learn to fly?

At the beginning of the activity, children's interest is stimulated by watching courseware, and children are asked to guess whether elephants can learn to fly with open questions, thus creating a relaxed language environment for children.

(2), part.

1) tell the story, observe the discussion and get a preliminary understanding of the story. And put forward the following questions: what is it that elephants climb trees and learn to fly? What animal did the elephant meet? What did the animals say to the baby elephant? What did mom and dad say? How did the elephant do it?

In this link, children are guided to understand the plot, characters and theme of the story by telling stories, so that children can have a preliminary understanding of the story content in the process of free discussion.

Second, enjoy the story completely.

Through this link, the complete framework of the story content is established in children's minds, and children are guided to imitate the dialogue language in the story, so that children can further experience the connotation of the story and deepen their understanding of the story.

3) Collective discussion-my skill.

Every animal in the story has its own skills. What skills do you have, children?

In this session, children are encouraged to talk about their skills boldly and loudly in front of the group and improve their oral expression ability in a relaxed and pleasant atmosphere. Know that others have their own skills, don't underestimate yourself. It is the most critical link to solve the key points of activities and break through the difficulties of activities.

(3) At the end: Tell your skills in sentence patterns.

Inspire children to use the sentence pattern of "I can't" ... but I can tell a more complete story.

When children's learning, understanding and experience of the story itself reach a good level, teachers should further create opportunities for children to creatively use language to express their understanding. Guide children to express their own language "I can't ... but I can ..." according to sentence patterns, and affirm them in time when they succeed, so that children can feel successful.

(d) Activity expansion: painting skills

Guide children to choose their favorite painting materials for painting in the art area. In the process of drawing, encourage children to communicate with their peers while drawing and say, "I won't … but I will …".

With the development of the above-mentioned teaching activities, I come to the conclusion that the study of literary works is a systematic and gradual development process, and it is a comprehensive process from understanding to expression, from imitation to innovation, and from acceptance to application. In the process of such activities, children's sensitivity to language art can be cultivated step by step, imagination can be exercised, thinking ability can be enhanced, and language expression ability can be better developed.

"Little Elephant Wants to Fly" Kindergarten Chinese Teaching Plan 3 Activity Goal

1, understand the story and listen attentively; Can tell the story according to the plot of the picture

2, know that everyone has their own skills, don't underestimate yourself.

3. Complete sentence "I can't … but I can …"

4. Cultivate children's interest in philosophical stories of life.

5. Read the story, carefully observe the picture and boldly express your understanding of the story.

6. Cultivate interest in literary works.

Teaching emphases and difficulties

Teaching emphasis: you should know that everyone has his own skills, and don't underestimate yourself.

Teaching difficulty: complete sentence "I can't … but I can …"

Activities to be prepared

Material preparation: animal pictures (elephants, elephants, birds, snakes, lions and tigers), landscape pictures (mountains, trees, flowers and rivers), other pictures and wooden props.

Preparation of knowledge and experience: a preliminary understanding of the unique skills of natural animals

Activity process

First, carry out activities, create situations and stimulate children's interest.

1, the teacher appeared as a magician, performing magic, and let the children boldly guess what can be changed? (Children discuss freely)

2, the teacher shows the teaching aid (elephant), according to the expression of the elephant, leads to the story-the elephant who wants to fly.

Second, the activity tells, guides, exchanges and interacts to understand the content of the story.

(A) teachers have emotional stories to inspire questions.

1. What kind of elephant is my story about? Why does he want to fly?

2. What other animals are there in the story? (Children talk about teachers and integrate animals into teaching wall charts)

(2) Tell a complete story with a wall chart to inspire and guide children to imitate the story dialogue with expressions and actions.

1. Elephants see birds in the sky. What does it want to do? (Answer by combining words with actions)

2. Can snakes fly? What skills will he have? What did the snake say to the baby elephant?

3. What did the lion say? What did the tiger say?

4. What does an elephant have? Does it finally want to fly? Why?

(Complete expression is the basis of mastering sentence patterns)

(C) Teachers and children cooperate to tell a complete story

Combined with wall charts, expressions, movements and sounds show the characteristics of animals, which makes the story vivid.

(4) Talk and exchange my skills.

1, let the children say what they will do? If I have any skills, I will. ...

2. Let the children talk about what they won't do. What do you need to learn from others? I won't ...

3. Encourage children to talk boldly and loudly about the different skills of themselves or their good friends in front of the group, and inspire children to learn the complete sentence "I can't … but I will …" (teachers can provide examples or pictures for timely guidance)

(E) Game activities "passing wood"

Rule: Divide the children into four groups of elephant teams and put the wood in the hand of the last child in each group. The teacher said that at the beginning, the wood was passed from back to front and put into the basket, and which group of elephant wood was the winner. The winning team will receive an elephant sticker award, and two children in each group of the intensive group will have a dialogue and perform to understand what they can and can't do.

Third, after the activity, the teacher guides the children to summarize the story center.

1, the elephant who wants to fly-what do you understand after listening to this story?

The teacher concluded: elephants always envy others at first. Later, when the elephant knew his skill, he thought highly of himself and felt very happy. Son, everyone has their own skills. We should learn from each other. They are the best!

Fourth, expand activities to stimulate the interest in the next class.

What happened when the elephant returned to the forest? Let's go to the forest together next class.

Teaching reflection

The introduction of activities stimulated children's interest and made the next link develop smoothly. Through understanding animals, using different voices and expressions, imitating the content of story dialogue, developing children's imagination, thinking and language. After this lesson, we should also strengthen the cultivation of children's sociality in peacetime, build confidence in children and be good at discovering the advantages of ourselves and others. Games make the classroom active, which embodies the gamification and storytelling of teaching.

Encyclopedia: Elephants have rough skin and light gray to brown hair. The nose and upper lip heal to form a long nose, which is firm and can be curled, and is used for obtaining food (leaves, branches and other plants) and drinking water.

"Little Elephant Wants to Fly" Kindergarten Chinese Teaching Plan IV. Activity Objectives

1, have a preliminary understanding of the content of the story, and like listening to stories.

2. The theory is complete: "I can't fly, but I can …".

3. Feel the loveliness of the characters in the story and know that everything happens for a reason.

I like and try to create the ending of the story, and I am willing to study with my companions.

Know how to help others when they are in trouble.

Second, the activity preparation

1. Before the activity, the children know some animal skills (birds, elephants, snakes, tigers, lions, etc. );

2. Pictures of elephants, stories and small animals.

3, the story soundtrack VCD

Third, the guiding points

1, activity focus: understand the story content, know that everything has its own skills, and don't underestimate yourself.

2. Activity difficulty: The theory is complete: "I can't fly, but I can …".

3. Guiding points:

Combine pictures and dialogues to help children understand the story, and on this basis, inspire children to tell it in the sentence pattern of "I (he) can't fly, but I (he) can …".

Fourth, the activity process

1. Create the scene and import the activity.

Teacher: "Today, the teacher introduced a guest to the children. He is the weightlifting champion of the Forest Olympic Games-the elephant. This elephant is a little different from other elephants. Do you see the difference? " Teacher: "Can a baby elephant fly with its wings?" He brought a story to the children today. The name of the story is Little Elephant Wants to Fly.

2. The teacher told the story vividly (soundtrack).

Ask questions:

(1) What kind of elephant is this? Why does it want to fly?

(2) What other animals are there in the story? What did they say to the baby elephant?

3. The teacher tells the second story in combination with the story pictures. In the process of telling, slow down in the dialogue and guide the children to imitate the dialogue in the story.

(as shown in figure 1) Teacher: "Look! This is an elephant that wants to fly. He was just born ... "

Teacher: "At this moment, a bird is flying around in the sky.

Question: What does the elephant think when it sees the birds in the sky?

(Figure 3) Teacher: "So the elephant climbed up the tree to learn to fly and fell down again."

Question: Can snakes fly? What will it do? What did the snake say to the baby elephant? I can't fly, but I can sleep in the tree. )

(Figure 4) What did the lion say? I can't fly either, but I can jump over the wide river.

What did the tiger say? I can't fly, but I can swim )

(Show Figure 5) Teacher: "Mom and Dad said to the elephant ..."

What does an elephant have? Does it finally want to fly? Why?

4. Children like music stories.

Teacher: Let's enjoy the story again.

5. Talk about my skills

(1) Teacher: "After listening to the story, we know that everything happens for a reason. Do not underestimate yourself. Look, children, many small animals have made friends with elephants. Do you know what they are capable of? " (Hint: For children, complete the sentence: I can't fly, but I can ... ")

(2) Teacher: "Children also have their own skills, right? Come on, what's your skill? (Hint: For children, complete sentence: I can't fly, but I can ... "

Step 6 end the activity

Teacher: "children's skills are as great as small animals." It's amazing. Now the little animals are going home. They want you to draw your skills for them. Now go and draw with the teacher! "

"Little Elephant Wants to Fly" Kindergarten Chinese Teaching Plan 5 Talking about Teaching Materials and Children;

The subtle influence of literary works on children's development is far beyond what we know. Since 1980s, children's language learning system theory has gradually made people realize that children's language development depends on the comprehensive acquisition of three kinds of knowledge: social knowledge, cognitive knowledge and language knowledge. The literary work Little Elephant Wants to Fly not only shows children rich and interesting situational events, but also provides them with an opportunity to expand their experience in harmony with these three aspects.

In the story, the elephant is lively and lovely. Lacking life experience, he is full of curiosity about the outside world. From the beginning, I wanted to learn to fly, to the troubles in the process of learning to fly, and then to the communication with small animals and parents around me, the elephant finally understood a truth: everyone has his own unique skills, and his own strength is also a kind of ability to help others. Do not underestimate yourself. The story is novel in conception and easy for children to understand and accept. Interesting plot pictures can arouse children's curiosity, help children expand their thinking and experience, and make bold guesses and imaginations. At the same time, this content conforms to children's cognitive characteristics and current level, that is to say, this literary work is close to the recent development field of middle school children, and it is a living textbook and a good textbook for developing children's language understanding, expression, thinking and emotion, and also a good textbook for children's good social education. When designing activities, I paid attention to the following principles:

1. Pay attention to the principle of giving children experience.

2. The principle of mutual penetration of activity elements in different development fields.

3. The principle of teacher-student interaction.

State the goal:

In the field of language, the Guiding Outline of Kindergarten Education puts forward: "Cultivate children's habit of paying attention to listening and develop children's language understanding ability", "Encourage children to express their thoughts and feelings boldly and clearly, try to explain and describe simple things or processes, and develop children's language expression ability and thinking ability", "Expand children's vocabulary and cultivate children's ability to acquire language materials consciously" and "The important way to develop children's language is through education in various fields". According to the spirit of the above outline, combined with the age characteristics of children in the middle class, the level of language development and the characteristics of the textbook itself, around the specific content and procedural methods of the activity, I organically integrated the objectives of the activity in different fields and formulated the objectives:

1. Emotional goal: Understand the content of the story, listen to the story attentively, and be interested in interesting fairy tales with life philosophy.

2, ability goal: know that others have their own skills, don't underestimate yourself.

3. Cognitive goal: I can't … but I will "understand the story, know that people have their own skills, and don't underestimate themselves" as the focus of this activity, and the third goal "I can't … but I will …" as the difficulty of this activity. By observing the wall chart and telling vivid stories, recall, ask questions and sort out the stories, so that children can realize the key points of the activities. By showing the sentence pattern "I can't ... but I can ...", encourage children to tell a complete story with this sentence pattern to break through the difficulties of the activity.

Say ready:

The space, facilities, activity materials and routine requirements of kindergartens put forward in the Guiding Outline of Kindergarten Education should be conducive to triggering and supporting children's games and various exploration activities, and to triggering and supporting the benign interaction between children and the surrounding environment. In order to better serve the goal and complete the activities, I made some preparations:

Material preparation:

1, black elephant headdress 1 piece, 6 wall charts (the children in the middle class are still in the stage of intuitive thinking, and the vivid role-playing and story wall charts are in line with their cognitive level)

2. "I can't ... but I can ..." Sentence diagram (the presentation of sentence diagram makes children grasp the sentence structure more clearly and easily).

Preparation of knowledge and experience: a preliminary understanding of the unique skills and rich life content and experience of natural animals is the source and foundation of children's language expression. Only with rich life experience and experience can children have what they want to express. )

Say teaching methods:

Tolstoy pointed out: "Successful teaching needs not coercion, but stimulating children's interest in learning." The new "Outline" puts forward: "Teachers should be supporters, collaborators and guides of learning. In activities, teachers should have goals in mind, children in their eyes and education from time to time, so that children can truly become the main body of learning with the concept of interaction, openness and inquiry. Therefore, according to the characteristics of middle school children's age, psychology and cognitive law, I adopted a variety of teaching methods to attract children's attention. Teaching methods mainly include role-playing, intuition, questioning method and game.

The intuitive method is adopted because the thinking of 4-year-old children has obvious figurative characteristics and belongs to typical figurative thinking. Teachers can directly stimulate children's audio-visual organs, make teaching lively and stimulate children's interest in learning by combining wall charts with affectionate story speeches.

Questioning method is adopted because asking questions can guide children to observe carefully and purposefully and inspire them to think positively. I use enlightening questions to let children describe their stories in words, which is an effective way to solve the key points of activities.

The game method is adopted because games are children's favorite activities. When children are slightly tired, games can enhance their interest in participating in activities. Guide children to learn sentence patterns through games.

In addition to the above teaching methods, I also used methods such as stimulating interest, appreciation and encouragement.

Learning methods mainly include observation, discussion and dialogue, game practice and so on.

In order to fully mobilize children's learning enthusiasm, make the whole teaching activity a stage for teachers and students to communicate with each other constantly, and let children want to speak and dare to speak, so as to cultivate their innovative thinking ability and successfully complete the teaching task of this activity. Follow the principle of teaching from shallow to deep, so that children can master the key points and difficulties of activities in a relaxed atmosphere of watching, listening, thinking, speaking and playing.

Children will actively participate in activities through visual and auditory senses by observation, and children will directly get impressions by watching situational performances.

Conversation is a good opportunity for children to practice speaking by using the sentence patterns they have learned in discussion and conversation, thus breaking through the difficulties of activities.

The game practice method is that children practice dialogue while playing in forest games, which fully embodies the spiritual essence of "language ability is developed in the process of application" put forward by the Guiding Outline of Kindergarten Education.

Talking about the teaching process:

(1) Import the activity and create the language environment at the beginning of the activity.

I created a relaxed language environment, and the little black elephant played by the teacher was introduced, which aroused the children's interest. Ask the children to use their original knowledge and experience to guess which animals won the championship of the forest sports meeting by observation, and the children's desire to speak is stimulated at once. This naturally leads to the protagonist "Little Black Elephant" in the story, and lets the children guess whether this little elephant who just wants to learn to fly can learn this skill with open-ended questions. The children's answers are varied and their interest continues to rise.

(2) The little black elephant tells a story-Little Elephant Wants to Fly

In this session, the teacher guides the children to listen to the story carefully and seek the answer with the topic "What kind of elephant is the elephant in the story and why does it fly?". After the story speech, questioning method helps children to understand the plot, characters and theme of the story, such as: Why does an elephant fly? What other animals are there in the story? What did they say to the baby elephant? In the process of children's free discussion, the teacher showed the wall chart in time and naturally transitioned to the second story.

(3) The teacher tells the story for the second time by combining the wall chart.

In this session, the teacher tells the story twice with an intuitive method and a wall chart. On the basis of studying literary works, they further help children to deeply experience the connotation of the works and deepen their understanding of the works. They also ask questions and summarize the answers after the children discuss. What does the elephant think when it sees the birds in the sky? Can snakes fly? What will it do? What did the snake say to the baby elephant? What did the lion and tiger say? What does an elephant have? Does it finally want to fly? Why?

Let children speak out what they see and think boldly in discussion and conversation, and children can improve their oral expression ability in a relaxed and pleasant atmosphere. Solving the key points of the activity and breaking through the difficult points of the activity are the most critical links, and the second activity goal has also been achieved: knowing that everyone has his own skills, don't underestimate yourself.

(D) Dialogue activities "My skills" this link.

Combined with the integration concept of contemporary children's language education, on the basis of helping children understand and experience the works, we can guide children to transfer the story content to real life, so as to understand the current situation of children's emotional development. Through conversation, encourage children to talk boldly and loudly about their skills in front of the group, and guide them to understand that although we middle-class children are young, we should not underestimate ourselves. The teacher also knows that you have your own unique skills? Can you tell everyone? "When children's learning, understanding and experience of literary works reach a good level, teachers should further create opportunities for children to creatively use language to express their understanding. Guide children to creatively use "I can't ... but I can ..." according to the pattern on the map. And when the child succeeds, use appreciation and encouragement to affirm it.

(5) Activity Extension Let's go to the Forest Games together.

To sum up, we believe that the study of literary works is a systematic and networked activity group, and it is a comprehensive process from understanding to expression, from imitation to innovation, and from acceptance to application. In the process of such activities, we can gradually cultivate children's sensitivity to language art, exercise their imagination, increase their thinking ability and develop their language.

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