Kindergarten language lesson plan

5 Selected Language Lesson Plans for Kindergarten Classes

As a teaching worker, you usually need to prepare a lesson plan before class. With the help of the lesson plan, you can appropriately select and apply teaching methods. Mobilize students' enthusiasm for learning. Below is the language lesson plan I compiled for you in kindergarten. You are welcome to check it out.

Kindergarten language lesson plan (selected part 1)

1. Activity goals:

1. Understand the content of the story, initially learn the dialogue in the story, and experience The meaning of "help": Help is not a thing, it is a word of comfort, a considerate greeting, and a small action.

2. Feel the joy of helping others and receiving help, and have the desire to help others;

2. Activity preparation:

Several pictures, dialog boxes One for each person, music "Looking for Friends"

3. Activity process

(1) Show the picture of the little girl

1. Who did you see? The little girl is looking for something. What is she looking for?

2. What is "help"?

(2) Tell the story and understand the content of the story

1. Who did the little girl meet when she was looking for "help"?

2. Who did the little girl and the goat find when they went to the forest, and what happened?

3. Did the little girl find "help"? Where do you see the little girl finding help?

(3) Show complete pictures and dialog boxes to learn dialogue

1. The teacher shows pictures according to the storyline and tells the story completely,

2. Try to use Dialog Learn character dialogue.

(4) Expand your understanding of "help"

1. How do you help others?

2. Do you like helping others? How do you feel when others are happy because you helped them?

3. Everyone needs help and helps others. As long as it can bring happiness to others, it is help. Kindergarten language lesson plan (selected part 2)

Activity goals

1. Learn to observe pictures in an orderly manner and understand the content of the pictures.

2. Express your findings boldly and complete mind maps with the teacher.

3. Be willing to make reasonable guesses and imaginations based on clues in the book.

Key points and difficulties

Key points: Children can express their findings boldly and complete mind maps with teachers.

Difficulty: Children are willing to make reasonable guesses and imaginations based on clues in the book.

Activity preparation

"Magic Seed Shop" book for children, a small folder, PPT, mind map, and operation cards.

Activity process

1. Picture of piggy expression changes: The picture is exciting and introduces the theme.

1. Game import. Teacher: "Come and play the expression-changing game with my good friend Piggy?" The teacher plays the expression-changing game with the children and guides the children to discover the several expression characteristics of the piggy. Doubtful, happy, frightened, scared

2. Introduce the theme. Teacher: "Something magical happened today. It made the piggy's expression change. Let's take a look." Introducing the theme.

2. Process mind mapping: preliminary reading and understanding of the content.

1. Read together and find that Piggy’s expression: Doubt

Teacher: “Piggy discovered a magical seed shop (PPT) in the wilderness, and Uncle Badger took out Three kinds of seeds (PPT). "Who can tell me what these three kinds of seeds look like?" Guide children to discover the characteristics of these three kinds of seeds: white, round, and colorful.

2. Read independently and discover the changes in the piggy’s expression: happy-scared-scared.

(1) Teacher: "White, round, and colorful, what will be grown from these three magical seeds? Please search carefully in the book," guide the children through Read quietly and orderly, look for key information in the book, and do not open the clipped pages. The teacher displays the children's findings after reading in the blank space of the mind map.

When the children answer, guide the children: "The seeds of __ planted __" "Why did the white seeds grow a snowman?" Summary: "It turns out that what the seeds are like, what they plant will be what they are. They have ** *The same characteristics.”

(2) Teacher: “Wow, it’s amazing. The little pig felt very happy at first, but then Uncle Badger gave him another hole seed. What will happen? What? It scared the little pig?" (PPT) guides children to discover the change in the pig's expression from happy to frightened, and connects it with the plot of bees grown from seeds in the book. (Watch the ppt, read as a group, and read the part about giving seeds) "Will the little pig buy the seeds to grow bees? The little pig bought the snowman and balloon seeds, and Uncle Badger also gave it a strange seed" (PPT) < /p>

(3) Teacher: "Why is the little pig so scared? What happened?" The child read again, took off the clip and turned back the page, and found that the little pig met the big bad wolf and planted it with seeds. Snowmen, balloons and dinosaurs help you escape. "Who did the little pig meet? What did it grow from seeds to help it escape?" (PPT)

3. The teacher pastes the picture into the corresponding blank space based on the previous children's answers, and summarizes: "Wow, we completed a mind map together. By looking at this picture, do you now know the story of the little pig? This story is also a good-looking book." The teacher sorted out the mind map with the children. By using the changes in Piggy's expression as clues, you can review the development of the storyline in the book and understand the content of the story.

3. Bubble mind mapping: sort out clues and imagine boldly.

1. Review key information. Teacher: "What magical seeds are there in the book, and what are they planted?" (PPT) guides the children to complete a bubble mind map based on the information in the book, and the teacher adds additional information. Guide the children to answer with: "The seeds of __ planted __". (PPT)

2. Think boldly. Teacher: "What other magical things do you want to plant to help the piglets?" Encourage children to imagine boldly, express their own ideas, and fill in the blank bubbles of the mind map.

4. Extension of activities. Teacher: "Please go home and record more ideas with your parents." Give the children operation cards and ask the children to go home and complete them with their parents, extending the activity outside the classroom.

Summary of the activity

As an attempt to use mind mapping in language activities, my reflection and summary after the activity revolved around: whether the use of mind mapping in the activity was effective efficient? Expand.

Mind mapping is a tool for visualizing thinking, which intuitively presents the ideas in our brains. It uses the technique of paying equal attention to pictures and texts to mobilize the logic, order, regulations, words, numbers of the left brain, and the images, imagination, color, space, overall thinking and other factors of the right brain, making full use of the functions of the left and right brains. Unlock the unlimited potential of your brain. Mind mapping has always been widely used in learning and life.

Especially for students in primary and secondary schools, mind maps can help them sort out knowledge points, record and summarize what they have learned.

As for kindergarten children, their thinking characteristics are: concrete image thinking. They like to use graffiti and painting to express their inner thoughts. Mind maps can use images and vivid ways to express abstract ideas. Complex thinking processes are turned into visible concrete representations of colors, lines, shapes, etc., allowing children to learn to analyze, organize, and summarize. But how to use mind maps in language activities? I have been considering two issues when designing this activity:

1. When to use mind mapping.

Mind maps are often used for planning and presentation, but the domain characteristics of language activities require that the target focus should be on listening, speaking, reading, etc., especially reading activities, which aim to cultivate children's reading ability. Therefore, it is very necessary to skillfully use mind maps to help understand the content of picture books. Therefore, I first thought of using mind maps when reading picture books to give full play to the recording function of mind maps. However, the picture book itself has a lot of content. Uncle Badger has 5 kinds of seeds. Each seed has different characteristics, and the fruits grown also have their own characteristics. The subsequent effects on the piglets are also different. If we sort it out purely based on time clues, Making a mind map will seem very cumbersome.

Therefore, I thought of using the changes in piggy expressions as clues to discover the corresponding storyline, and teachers and children could complete the mind map together.

It can be seen during the activity that the introduction of piggy expressions made the children very interested and fully mobilized the children's enthusiasm for reading picture books to discover the corresponding plots. After the children read, the teacher promptly reported the children's discovery Key pictures are pasted in the corresponding blank spaces, and pictures that are difficult for young children to understand are also added to the mind map after collective reading. In this way, after the children read, the mind map is also completed. The process of completing the mind map is the process of discovery, sorting, review and internalization by the children. Through this process, the children have an in-depth understanding of the picture book and can boldly Express it and complete the focus of this lesson.

2. What type of mind map is presented.

In order to prevent children from spending too much time drawing mind maps by themselves, which is both difficult and deviates from the goals of language activities, when I designed the mind maps in the activity, I first excluded the use of children's mind maps. Instead of drawing a picture yourself to create a mind map, during the reading process, you use arrows to construct a frame and fill in the blanks with the original pictures in the picture book to create a flow-style mind map to help children understand the pictures. After the children have understood the content of the picture book, a bubble-type mind map is used, so that the children can review the previously learned content, understand their one-to-one correspondence, and boldly imagine in the blank space to express their own ideas. .

Judging from the effects of the activities, the use of these two types of mind maps complement each other and serve as an "efficient tool" to help children understand the content of the picture books and review and consolidate the learning content.

Generally speaking, the initial attempt to add mind mapping to language activities has been effective. The children’s performance also gave me more inspiration and thinking, and I will apply it to the next time in practice. Kindergarten language lesson plan (selected part 3)

Activity goals:

1. Be able to use the "if..." sentence pattern to think of "everything that might happen in the world without the sun."

2. Think backwards and learn from the discussion the relationship between the sun and the survival of animals, the growth of plants, and the health of people’s lives.

Activity preparation:

Wall chart: If there is no sun...

Activity points:

Activity focus: Be able to use the "if..." sentence structure to think of "everything that might happen to the world without the sun."

Activity difficulty: Think backwards and learn from the discussion the relationship between the sun and animal survival, plant growth, and the health of people's lives.

Activity process:

1. Arouse interest in the conversation.

1. Talk about the function of the sun.

2. Do children like the sun? Why?

2. Raise questions and stimulate children to expand their imagination.

1. What would the world be like without the sun?

2. Children discuss and teachers listen.

3. Exchange your ideas in the group.

3. Guide children to use "what if..." sentence structure.

1. The teacher demonstrates the sentence pattern of "what if...".

2. Ask individual children to talk about the "what if..." sentence pattern.

4. Teachers and children comment on the results together

Teaching reflection:

Early childhood is an important period for language development, especially oral language development. Children's language ability is developed in the process of communication and application. A free and relaxed language communication environment should be created for children, and children should be encouraged and supported to communicate with adults and peers, so that children can speak what they want to say, dare to speak, like to speak, and be able to speak. Get a positive response. Children's language learning should guide children to naturally develop an interest in words in daily life situations and reading activities. Teachers cannot directly control, but should use respect and support to guide children to conduct inquiry activities in their own unique ways. Therefore, teachers should provide children with a certain environment to encourage children to actively explore.

The excellent language lesson plan for the upper class "If there is no sun" contains reflections on this article of ***1877 words.

Language Lesson Plan for Kindergarten Classes (Selected Chapter 4)

The language activity "Travel Notes of Small Water Droplets" for senior classes tells the story of the transformation process of small water droplets from water to water vapor to water. Through the personified journey of a small water droplet, the story is easy to understand and abstract principles can be visualized. By setting up doubts, children guess, and teachers solve doubts, children's imagination and language expression ability are fully stimulated step by step.

1. Teaching materials

(1) Analysis of teaching materials

The story "Travel Notes of a Little Water Drop" uses anthropomorphic techniques to transform the small water drop from a static state to a static one. It has become a dynamic image that can be talked and moved by children. It narrates the transformation process of small water droplets from water to water vapor to water. The theme of the story is clear and easy to understand. It can be a story and can be changed into a story. scientific activities.

(2) Goal positioning

Based on the age characteristics of the senior class, I proposed the goals of this activity from three aspects: ability, cognition, and emotion:

1. Understand the plot and content of the story, and feel the transformation process of small water droplets from water to water vapor to water.

2. Be able to use language or painting to express the journey of a small water droplet.

3. Be willing to explore the mysteries of nature and stimulate children’s interest in exploring nature.

(3) Important and difficult points of activities

Children in large classes have strong understanding and imitation abilities and better language development. The focus of this activity is to understand the content of the story and feel the changing process of water. The difficulty is to be able to draw and tell the changing process of water droplets.

(4) Activity preparation

In order to make the activities interesting, comprehensive and active, and integrate education into life situations and games, the following activity preparations are made: Courseware related to the content of poetry; each person has a piece of white paper and a marker pen.

2. Preaching method

Following the cognitive development law of "children learn through free observation and active exploration", in order to lay the foundation for independent learning and independent thinking of children in the future Basically, the methods used in this activity include: listening expression method, audio-visual lecture combination method, using these teaching methods alternately to complement each other, with vivid courseware, teachers' friendly and natural motivational language, free and relaxed learning atmosphere, etc., initially Cultivate children's sensitivity, appreciation and understanding of literary works.

3. Talking process

This activity, guided by the new "Outline", starts from the three major parts of "understanding - feeling - experience", from simple to deep, from understanding to To create an organic connection between children's existing experiences and new experiences, so that children can learn independently, actively and creatively in interactive, open and intuitive educational activities. In order for children to truly understand and learn to imitate, I designed the activity into two parts:

Part 1: Children understand the content of the story through intuitive viewing, listening, and thinking, and through the teacher’s questions and answers to the children’s questions .

Part 2: Based on the story content and courseware, children draw the journey of a small water droplet.

4. Extension of activities

The outline states: “Create conditions for children to display their works, guide children to communicate with each other, appreciate each other, improve together, and satisfy their communication needs. "The desire to achieve results." Therefore, when I ask children to draw the journey of small water droplets, let them experience the change process of small water droplets and feel the fun of painting. After finishing the painting, I will explain their paintings to exercise the children's expression ability.

5. Highlights

1. Use courseware to experience the changing process of water through the journey of small water droplets, making abstract things vivid.

2. Different children have different performances and abilities. Involving every child in the painting process greatly reduces the difficulty for children and gives them a sense of satisfaction and pride.

Attached story: "Little Water Drop's Travel Notes"

I am a happy little Water Drop. I am in a stream. Many Little Water Drop sisters and I run along the water. , merge into a big river.

Suddenly, we fell down the mountain together, like a big water curtain hanging on the cliff. The sun shone on us, painting beautiful colors, and I became beautiful.

I fell into the lake at the foot of the mountain. The sun warmed me very much. I felt that my body became lighter and turned into water vapor. It kept rising and rising~~ I rose very high, very high. I met many little Shuizhu sisters and joined together. The child on the ground said: Look, there are clouds in the sky!

It was very cold in the sky. We hugged each other and turned into a big drop of water, falling from the sky. The children on the ground shouted: It’s raining, it’s raining~~ My friends and I Falling at the foot of the mountain, falling in the fields, falling in the river, the saplings are washed clean, the crops drink enough water and straighten their waists, the river happily sings a song, everyone welcomes me! Kindergarten language lesson plan (selected part 5)

Activity goals

1. Let children feel the humor and humor of cartoons and be willing to listen to their peers.

2. Let children collaborate with their peers to create language for the characters while enjoying the animation.

3. Guide children to boldly imagine and tell stories in coherent language.

Activity preparation

Material preparation: "Tom and Jerry" animation disc, multimedia teaching equipment, animal headdress.

Activity process

1. Guide children to watch animation clips and stimulate their desire to dub.

(1) Introduction.

Teacher: It’s time to watch cartoons again. Today the teacher brought you a cartoon without dialogue. Do you want to watch it together? Enjoy it collectively.

(2) Introduce activity themes.

Teacher: When I was watching the cartoon just now, the teacher noticed that many children’s little mouths were saying "Gulu" and "Gulu". They were dubbing the cartoon, right? Want to try it? Then find a few friends and try it together while looking at the picture!

2. Let the children try dubbing in groups

(1) The children initially try to create character language.

(2) Teachers conduct guided tours to affirm children’s creativity.

3. Guide children to explore in sections

(1) Organize children to watch animations in sections, inspire children to boldly imagine, and create multiple dialogues for the same scene.

Teacher: Teacher just heard a lot of wonderful character dialogues. Who is willing to look at the screen and show the dialogues you made up?

(2) Evaluate children’s performance and guide them to use their brains to solve problems in dubbing.

①When is the best time to start speaking the character’s language?

②How to solve the problem that the character's language has not been finished even if the screen is changed? (Let children understand that dubbing and pictures must be synchronized)

③How to let all children hear your wonderful dubbing? (Encourage children to perform boldly)

④ Some children find it difficult to dub multiple characters by themselves. What should I do? (Inspiring children to cooperate with their peers)

4. Role-based dubbing

(1) Children freely combine and negotiate to allocate roles.

(2) Synchronized dubbing according to the storyline.

(3) Teachers provide guidance and encourage children to incorporate emotions into dubbing and enhance the vividness of language.

5. Children are divided into groups to dub stories

(1) Some groups perform dubbing demonstrations.

Teacher: I just heard that several groups have created wonderful jokes. Are you willing to show them to everyone? Which group is willing to try it first?

(2) Enjoy the teacher’s dubbing. Children can freely choose their characters, imitate the characters' movements after simply dressing up, and perform performances that are consistent with the teacher's dubbing.

6. Activity extension

(1) Allow children to freely choose animations from the "movie perspective", create dialogues and practice dubbing.

(2) Record the children's dubbing into a tape and broadcast it simultaneously with the CD for children to enjoy.

(3) Provide adult dubbing classic works for children to enjoy.