Kindergarten language lesson plan: The tiger is coming

As an outstanding faculty member, you usually need to prepare a lesson plan. Writing lesson plans helps us manage classroom time scientifically and reasonably. Come and refer to how the lesson plan is written! The following is a language lesson plan I collected for kindergarten classes: The Tiger is Coming. It is for reference only. Let’s take a look together. Kindergarten language lesson plan: The tiger is coming 1

1. Teaching objectives

(1) Listen carefully to the story, quickly grasp the main content of the first half of the story, and discover the reasonableness in the story clue.

(2) Able to creatively and reasonably continue the ending of the story based on the clues provided by the story.

(3) When co-creating stories, you can boldly express your own opinions, be interested in actively participating in the creation of stories, and confidently tell your continued stories in more accurate and coherent language.

2. Teaching preparation

There are videos of tigers, roosters, monkeys, white rabbits and calves playing in the forest; Chinese character cards "The tiger is coming" 》; Several string teaching aids, sand plug teaching aids, and magnetic teaching aids; tape recorders, tapes, and physical projectors.

3. Teaching process

(1) Propose the content of this activity to arouse children’s interest.

1. The background of the forest appears on the TV screen through physical projection, and questions are asked: "Children, where is this place?" "Whose home is this forest?"

2. Play the recording of "Tiger Roaring" and ask: "Listen, what is the sound? Who is coming? What do you think of the tiger?" and project the Chinese characters "Tiger is coming" on the screen to let the children recognize it.

3. Teacher: "Today the teacher is going to tell you the story "The Tiger is Coming"."

Comments: The design of the opening link is innovative, and the teacher uses modern education methods, which is more Vividly introduce the content of this activity and fully mobilize children's interest in the activity.

(2) The teacher tells the first half of the story and requires the children to listen carefully and remember the content of the story as soon as possible.

1. The teacher tells the story emotionally and with the actions, prompting: "Listen clearly to the first half of the story. When is it told? Where is it? Who is there? What are they doing?"

2. After asking about the name of the story and the above questions, the teacher continues to ask inspiring questions:

(1) "The little animals were having fun, but who came suddenly?"

( 2) "The teacher only talked about 'The tiger is coming' in this story. Do you think the story is over? If you were a little rabbit, a big rooster, a little monkey, or a kitten, what would you do when you meet a tiger?"

3. Let the children watch the video under the guidance of the teacher to deepen their understanding of the clues provided in the story.

Comments: Through the teacher’s emotional storytelling and vivid and interesting animated story videos, children can be helped to understand the first half of the story as quickly as possible. Teachers also ask children to take on the role of story characters to understand their psychological state when encountering emergencies and activate their imaginative thinking.

(3) Allow children to collaborate in creating the ending of a story. Children are required to speak out their own opinions boldly, actively participate in creating the story, and confidently tell the story in a complete and coherent language.

1. Teacher: "When the tiger comes, what will happen? Please discuss it and make up the plot of the story."

2. Let the children talk to each other. , the teacher inspects and guides, and then helps the children summarize several possible story endings.

3. Provide learning tools and materials such as inserting sand, pulling strings, and magnets, and divide them into several groups according to the different endings mentioned above. Children can choose group activities according to their own wishes, put forward their own opinions, and enrich the plot of the story.

The teacher provides guidance according to the groups with different endings:

(1) What method did the little animal come up with to defeat the tiger?

(2) How do small animals escape from the ferocious tiger?

(3) Why have tigers become good friends with small animals?

(4) How does the tiger catch small animals?

4. Teachers go to each group to provide guidance, encourage individual children who lack self-confidence and are timid, and provide them with tape recorders to arouse their interest and encourage them to record their opinions.

5. Encourage children in each group to tell the ending of the story compiled by their group to children in other groups.

6. Gather the children together, and then ask a representative from each group of children to tell their own group’s continued story, and the teacher will make a brief analysis.

Comments: Provide a variety of learning tools and materials, allowing children to choose and collaborate to create story endings, so that children's subjectivity can be fully reflected. The process of children telling each other and creating stories to guest teachers fully provides children with opportunities to express themselves and cultivates children's self-confidence. In addition, in addition to children freely expressing their opinions, stories are also continued in groups, and children's social behaviors such as cooperation and discussion are better exercised.

IV. Extension of activities

Put various animal headdresses and props into the activity area, let children freely combine them in daily activities, and guide children to understand and experience animal images through role-playing and their character traits. Language Lesson Plan for Kindergarten Classes: The Tiger is Coming 2

Design intention: The language field requirements of the "Kindergarten Education Guidance Outline" point out: "Encourage children to express their thoughts and feelings boldly and clearly, and try to explain and describe simply Things or processes, develop language expression ability and thinking ability"; "Kindergarten Language Curriculum Guide Series" points out: "It is very important to encourage children to use their imagination to continue to write stories, and the support provided by teachers is very important." Children in this class can use their knowledge and experience. He not only likes to ask questions, but also likes to communicate with peers and teachers, express his own ideas, and can basically tell coherently and completely in narration activities. However, in the continuation of the story, the plot created is relatively plain and simple. Therefore, based on the actual level of the children in this class, we selected the language activity "The Tiger is Coming" and tried to "continue the story according to the ending of the story provided" Plot "This support guides children to use their imagination to create rich storylines, stimulate children's interest in creative imagination activities, encourage children to express their ideas boldly, coherently, completely and vividly, so as to cultivate children's divergent thinking and imagination. purpose.

Activity goals:

1. Actively participate in the continuation of the story and become interested in the imaginative activities of the continuation of the storyline.

2. Be able to imagine boldly and express your thoughts coherently, completely and vividly.

3. Listen carefully to the story, and creatively and reasonably continue the storyline based on the clues provided by the story.

Activity preparation:

There are background pictures of a big rooster, a little monkey, a kitten, a little white rabbit and a calf playing in the forest, pictures of a big tiger, a recorder, and a tape.

Activity process:

1. Introduce activities to arouse children’s interest.

1. Show the background picture of the forest and ask: What is this place? Whose home is the forest? Who can look at this picture and tell the story that happened in the forest? (

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Children describe pictures)

2. The teacher makes a summary based on the children.

2. Focused discussion activities:

(1) Children can freely communicate and discuss their own ideas:

1. Play the recording of "Tiger Roaring", teacher: Listen, what is this sound? Who is coming? What do you think of the tiger?

2. Question: What will happen to the small animals after the tiger comes? What will happen next?

(Children can discuss freely.)

(2) Individual children collectively communicate their ideas.

3. Children’s group activities, teachers put forward grouping requirements.

1. The teacher uses symbols to help the children summarize several possible story endings:

◆What method did the little animal come up with to defeat the tiger?

　◆How do small animals escape from the ferocious tiger?

　◆How does the tiger catch the small animal?

　◆Why do tigers and small animals become good friends?

(1) Each group chooses a question for continuation. Every friend participates, first writes down his or her thoughts in symbols, and then speaks loudly, coherently, and completely to his or her peers in the group.

(2) Help each other when recording using symbols, and sit down and communicate after recording.

(3) Listen carefully to the children’s speeches, select the “story king”, and communicate in the group.

2. Group activities for young children: Teachers focus on helping children with weak abilities express themselves loudly, coherently and completely, and remind children to learn to learn cooperatively in group activities.

4. Focus on communication and sharing:

(1) Each child first freely shares his continued story with his peers.

(2) The "story king" of each group communicates in the group.

Attachment: There are many small animals living in the dense forest at the beginning of the story "The Tiger is Coming". One morning, the red sun rose. The little rooster opened his mouth wide and said "OoOoOo" to wake up the little animals. The rabbit, cat and monkey are all good friends. They gathered around a big banyan tree and played happily on the grass. Look, the kitten is practicing skipping. It swings the rope rhythmically, jumping more and more vigorously; the cute rabbit pats the big ball, his face turns red; the most naughty little monkey spins his clever big Eyes, jumping up and down on the big banyan tree, and even swinging on the branches! The calf also came to join in the fun, shaking its big head, looking east and west, and then raised its pair of sharp horns, He said proudly: "Who wants to compete with me? Let's see who is stronger!" The little animals were having fun. Suddenly, a tiger roared in the distance. The little animals were frightened and shouted. He said: "The big tiger is coming, the big tiger is coming...". Kindergarten language lesson plan: The tiger is coming 3

Activity goals

1. Actively participate in the continuation of the story and become interested in the imaginative activities of the continuation of the storyline.

2. Ability to imagine boldly and express one's ideas coherently, completely and vividly.

3. Listen carefully to the story and creatively and reasonably continue the storyline based on the clues provided by the story.

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

5. Able to listen quietly to others, think actively, and experience the fun of literary activities.

Key points and difficulties

Be able to imagine boldly and express your thoughts coherently, completely and vividly.

Listen carefully to the story, and creatively and reasonably continue the storyline based on the clues provided by the story.

Activity preparation

There are background pictures of a big rooster, a little monkey, a kitten, a little white rabbit and a calf playing in the forest, pictures of a big tiger, a recorder, and a tape.

Activity process

1. Introduce activities to arouse children's interest.

1． Show a background picture of the forest and ask: Where is this place? Whose home is the forest? Who can look at this picture and tell the story that happened in the forest? (Children describe pictures)

2. The teacher makes a summary based on the children.

2. Focused discussion activities:

(1) Children can freely communicate and discuss their own ideas:

1. Play the recording of "Tiger Roaring". Teacher: Listen, what is this sound? Who is coming? What do you think of tigers?

2. Question: What will happen to the little animals after the tiger comes? What happens next? (Children discuss freely.)

Individual children collectively exchange their ideas.

3. Children’s grouping activities, teachers put forward grouping requirements.

1. The teacher uses symbols to help the children summarize several possible story endings:

(1) What method did the little animal come up with to defeat the tiger?

(2) How can small animals escape from the ferocious tiger?

(3) How did the tiger catch the small animals?

(4) Why do tigers and small animals become good friends?

2. Each group chooses a question for continuation. Each friend participates and writes down his or her thoughts in symbols, and then speaks loudly, coherently and completely to his or her peers in the group.

3. Help each other when recording using symbols, and sit down and communicate after recording.

4. Listen carefully to the children’s speeches, select the “story king”, and communicate in the group.

Children’s group activities: Teachers focus on helping children with weak abilities express themselves loudly, coherently and completely, and remind children to learn to learn cooperatively in group activities.

4. Focus on communication and sharing:

(1) Each child first freely shares his or her continued story with his or her peers.

(2) The "story king" of each group communicates in the group.

Teaching reflection

The children mastered this activity very well and were very interested. They like small animals and stories like this, so each child is particularly focused on providing information based on the story. clues to creatively and reasonably continue the storyline. When retelling stories, most children can use their smart minds, passion, imagination, and communication with their group partners. During the communication, the children can listen carefully to the stories. Some children only like to listen to others tell them, but they all listen and engage.

After this lesson, I feel that my shortcomings in designing the entire lesson plan are:

In the entire classroom, teachers should give children a longer time to think. , children should be inspired to think and imagine.

Small encyclopedia: Tigers are typical mountain forest animals. They can live well in tropical rain forests and evergreen broad-leaved forests in the south, as well as deciduous broad-leaved forests and coniferous broad-leaved mixed forests in the north. Life. In Northeast China, it is also often found in mountainous areas such as ridges, bushes, and rocky or gravel ponds to facilitate hunting. Kindergarten language lesson plan: The tiger is coming 4

Activity goals

1. Actively participate in the continuation of the story and become interested in the imaginative activities of the continuation of the storyline.

2. Be able to imagine boldly and express your thoughts coherently, completely and vividly.

3. Listen carefully to the story, and creatively and reasonably continue the storyline based on the clues provided by the story.

Activity preparation

1. There are background pictures of a big rooster, a little monkey, a kitten, a little white rabbit and a calf playing in the forest.

2. Pictures of big tigers, recorders, and tapes.

Activity process

1. Introduce activities to arouse children’s interest.

1. Show the background picture of the forest and ask: Where is this place? Whose home is the forest?

Who can look at this picture and tell the story that happened in the forest? (Pictures of children’s descriptions)

2. The teacher makes a summary based on the children.

2. Focused discussion activities:

1. Children can freely communicate and discuss their own ideas:

(1) Play the recording of "Tiger Roaring", teacher: Listen, what is this sound? Who is coming? What do you think of tigers?

(2) Question: What will happen to the small animals after the tiger comes? What happens next?

(Children can discuss freely.)

2. Individual children collectively share their thoughts.

3. Children’s grouping activities, teachers put forward grouping requirements.

1. The teacher uses symbols to help the children summarize several possible story endings:

(1) What method did the little animal come up with to defeat the tiger?

(2) How do small animals escape from the ferocious tiger?

(3) How did the tiger catch the small animals?

(4) Why do tigers and small animals become good friends?

2. Communication and recording

(1) Each group chooses a question to continue editing. Every friend participates and records his or her thoughts with symbols.

Speak loudly, coherently and completely to your peers in the group.

(2) Help each other when recording using symbols, and sit down and communicate after recording.

(3) Listen carefully to the children’s speeches, select the “story king”, and communicate in the group.

3. Group activities for young children: Teachers focus on helping children with weak abilities to express loudly, coherently and completely.

Remind children to learn to learn cooperatively in group activities.

4. Focus on communication and sharing:

1. Each child can freely share his continued story with his peers.

2. The "story kings" of each group communicate in the group.

Attachment: The beginning of the story "The Tiger is Coming"

In the dense forest, there are many small animals living. One morning, the red sun rose. The little rooster opened his mouth wide and said "OoOoOo" to wake up the little animals. The rabbit, cat and monkey are all good friends. They gathered around a big banyan tree and played happily on the grass. Look, the kitten is practicing skipping. It swings the rope rhythmically, jumping more and more vigorously; the cute rabbit pats the big ball, his face turns red; the naughtiest little monkey spins his clever big Eyes, jumping up and down on the big banyan tree, and swinging on the branches! The calf also came to join in the fun. It shook its big head, looked here and there, then raised its sharp horns and said proudly: "Who wants to compete with me? Give me a head and see who's stronger." "Big!" The little animals were having fun. Suddenly, a tiger's cry came from the distance. The little animals were frightened and shouted: "The big tiger is coming, the big tiger is coming...".