Design Ideas of Kindergarten Poetry Classroom Teaching Plan 1
Children in large classes are very active in thinking, especially abstract thinking has sprouted and accumulated rich life experience. They are willing, willing and eager to speak freely in front of the group. Imagine that I am a 5-year-old child, and I am eager for such verbal communication. On this basis, when I designed this educational activity, the starting point was how to provide children with a relaxed language situation. So I don't pay much attention to "whether the child speaks accurately or not" in the activity. The key is to encourage children to speak boldly; At the same time, fairy-tale situations can fully stimulate children's senses and prepare for later speech activities; In the final process of free creation, children are encouraged to read their poems to everyone present boldly like little girls, to experience the joy of success and the fun of language activities, and to fully feel the artistic beauty of poetry.
moving target
1. Appreciate poetry and feel its artistic beauty. Understand the meaning of "home" in poetry.
2. Guide children to combine their own knowledge and experience of animals, plants, "living areas and activities" and use certain adjectives to create poems, so as to develop children's creativity and language expression ability.
3. Guide children to sprout feelings of loving their homes and protecting the earth.
difficulty
Create a language atmosphere for children to express their language boldly and confidently, guide children to speak actively and bravely, and guide children to use certain adjectives to create poems according to their own life experiences.
Activities to be prepared
Piano music tapes and background pictures: forest, desert, ocean, North Pole, garden, sky, etc. Small animal map, watercolor pen, poetry appreciation map, drawing paper with animals or backgrounds and blanks, pictures of poems created by teachers.
Activity process
(A) the situation leads to poetry presupposition:
Warm spring came, grass sprouted, colorful flowers bloomed, swallows flew back, and nature became more beautiful. Do you want to see it? (Play background music, teachers and children come to the beautiful forest together and enjoy it while walking) Premise: It's really beautiful here, with dense trees and green grass, and … (Encourage children to think positively and boldly, and it's best to use vivid adjectives, such as: beautiful house, clear river, green river, beautiful garden …)
(2) Show wall charts and analyze poems.
Guide children to understand the meaning of "home" presupposition: in this beautiful place, there lived a clever little girl, and her poems were very beautiful! Listen! Poems with music: The vast sea is home to dolphins, the cold Antarctic is home to penguins, the endless desert is home to camels, and the dense pine trees are home to squirrels. Teacher: It's beautiful. The little girl only mentioned the homes of so many small animals. Yes: (The teacher shows the wall chart and analyzes it one by one to guide the children to understand the meaning of "home") Where is "home"? Home is the most comfortable place for everyone. All animals, including us humans, will feel comfortable, free and safe in their "homes".
(3) The premise of creating poetry: Does the child know where the homes of other animals are? Guide the children to say that they know the homes of animals: for example, the home of a bear is in a cave, the home of a fish is in a river, and the home of a tiger is in a forest. We also tried to write a poem about "home", which must be very nice!
1, under the guidance of teaching AIDS, teachers show wall charts to guide children to learn to create. (When the child is not completely released, the teacher should use the familiar pictures of the child to guide him: for example, the teacher shows the bamboo forest and guides the child to say that the dense bamboo forest is the home of the giant panda! Or green, big, green and so on. Must be affirmed in time.
2. Children create independently, and teachers record for children. Provide enough time for children, so that every child has the opportunity to show and experience the happiness of success. Teachers make symbolic records for children in order to show the achievements of children's labor and let them feel further achievements and satisfaction. So as to experience the fun of language activities. Here, children boldly turn to the teachers present to develop their sociality, make an agreement with the teachers in advance and give them enthusiastic help. ) presupposition: the clear river is the home of small fish, the green pond is the home of frogs, the dark cave is the home of bears, the beautiful big house is the home of little girls, the dense trees are the home of birds, and the blue sky is the home of white clouds. (When there is an abiotic home, the teacher should promptly and enthusiastically affirm it. ) The green grass is the home of florets, the beautiful garden is the home of butterflies, bees and dragonflies, and the beautiful Chaoyang Village is my home! )
Extension part
The children made it up so well that the teacher wanted to make it up. (Show wall chart-Earth) The beautiful Earth is our home, and we should protect it! All animals and plants, including us, have a common home! That's the earth. Let's work together to be a little guardian to protect the earth and make our home more and more beautiful, shall we? The teacher knows that five beautiful children are the home of five young friends. Can you show the teacher around?
Teaching plan 2 kindergarten poetry class activity goal:
1. Understand the content of poetry by speaking, watching and listening, and feel the beautiful artistic conception of poetry.
2. Learn to imitate poetry and experience the happiness brought by imitation activities.
Activity preparation: background map of home; White clouds, birds, lambs, small fish, butterflies, velvet; Pictures of various animals.
Activity flow:
Observe the background picture first and get familiar with the content of the poem.
1, learn the standardized vocabulary of poetry by using the background map.
Teacher: "Today, the teacher brought a beautiful picture. Let's take a look at what is on the picture. " (sky, forest, river, flowers, kindergarten)
2. According to your own experience, talk about your own characteristics.
What is the sky like? What are the Woods like? What is this river like? What is grass like? What are flowers like? What do you think of kindergarten? Say it together.
(such as blue sky, dense forest, clear river, etc.). )
Second, the initial guidance of poetry:
1, teacher: "Are all these things we talked about just now' home'? So, whose homes will they all be? " The teacher gave the sentences in the poem.
2. Find a home for the woolly animals
(1) Teacher: "Teacher, there are many small pictures here. See who they are? " The teacher showed the tapestry of white clouds, birds, lambs, small fish, butterflies and children.
(2) Find a home for the woolly animals, and make clear who is whose home.
Third, listen to and recite poems completely.
1, teacher: "Xiaotu has found a home. They are so happy. The teacher told you that connecting all the' homes' here is a beautiful poem. Let's listen together. "
2. The teacher recited.
3. Teachers and children recite together.
This poem has no name yet. Let's give it a nice name.
5. recite it again.
Fourth, imitate the original pattern of poetry.
1, teacher: "Blue sky? Whose home will the dense Woods and clear rivers be? Now, there is a small picture under the children's little chairs. Please tell me who their family is (ask the children to complete the words) and post them at home accordingly.
Children recite new poems emotionally.
Click here to view the textbook poem "Home" for kindergarten middle class.
Kindergarten Poetry Teaching Plan 3 teaching material analysis:
The poem "Spring Rain" helps children understand the interdependence between plants and spring rain through short poems. The language is concise and close to children's lives. Poetry uses anthropomorphic and dynamic language to subtly convey the knowledge and experience of nature to children, which is easy for children to understand and feel and suitable for children to express creatively. The repeated sentences in poetry are suitable for children to imitate, and the demand of plants and animals for spring rain also provides children with a broad space for creation and editing. This activity guides children to further feel that spring is the season of sowing and the season of revival of everything in the process of recitation and creation. Understanding the spring rain can help plants germinate and grow.
Activity objectives:
1. Understand the content of poetry and enrich vocabulary: Tick tock, sprout.
2. Read the poem with emotion and try to imitate it according to the sentence pattern of the poem.
3. Think that spring is the season of sowing, and sprout love for spring rain. Activity preparation:
Audio recordings of children's learning provided by teachers-Hello in Spring, CD-ROM of Language for Children's Quality Development Course, courseware l 1.
Activity suggestion:
1. Play the sound of rain, guide children to guess and stimulate interest in activities.
Question: What is this sound? Show pictures of spring rain. ) Guide children to communicate: Do you like spring rain? Why?
2. Ask the children to appreciate poetry and understand its content, knowing that saving the sky is the season of sowing and material recovery. Spring rain can help plants germinate and grow.
(1) Play classes and recite poems to help children understand poems.
Ask questions; Who is mentioned in this poem? They saw a light rain. What did they say? Why do they say that? Summary: Spring is the season of sowing, and it is also the season of revival of everything. Spring rain can help plants grow sturdily.
(2) Guide the children to read Hello in Spring on page 1, and further adjourn and plough the seeds. Both Mai and He like the feeling of spring rain.
3. Ask children to recite poems completely, feel the changes of animals and plants in spring, and show the love of different roles for saving rain.
(1) Question: What does this poem say first? Seeds, pear trees, wheat, children, what do you say? Guide children to express themselves with actions while talking. Rich vocabulary: tick-tock, sprout
(2) Through different forms such as role reading and group reading, children are guided to read poems with emotion, showing the characteristics of different roles and their happy mood.
4. Guide children to imitate the content of poetry according to the sentence patterns of poetry.
Question: Who else can Chunyu help? What will it say? Inspire children to say "Let's get off, let's get off, I want to get off". Help children sort out and improve the composition content, and ask children to recite the poems of the composition collectively.
Attached spring rain
Tick-tock, tick-tock, it's raining less!
The seed said, "Come down, come down, I'm going to sprout."
The pear tree said, "Come down, come down, I'm going to blossom.
Mai Miao said, "Get off, get off, I want to grow up."
The children said, "Come on, come on, I want to grow melons." Tick tock, tick tock, it's raining!
Teaching plan 4 kindergarten poetry class activity goal:
1, feel the interest of poetry content.
2, can boldly imagine and imitate.
I can recite the imitation poem "Leaves" for everyone.
4. Stimulate children's curiosity and desire to explore.
5. Understand the content of poetry and enrich related vocabulary.
Activity preparation:
PPT courseware and some animal headdresses
Activity flow:
First, import
PPT shows pictures of leaves falling from trees to the ground.
Question: What's in the picture? What happened to the leaves?
Second, PPT shows pictures
1. At this moment, a small ant came in a hurry. He wanted to cross the river on his way home, so he picked up a leaf.
Question: What can he do with leaves? (as a ship)
The little ant picked up a piece. This is my ferry.
2. It's raining. A little monkey came running in the rain. He also picked up a leaf.
Question: What can he do with leaves? (as an umbrella)
The little monkey picked up one. This is my umbrella.
Autumn leaves are so beautiful, what other small animals will come?
3. Fully appreciate the PPT of leaves.
Ask questions:
What other small animals come to pick up leaves?
(2) What are they?
4. recite poems. We wrote a beautiful poem with the words of small animals.
Let's learn to recite this beautiful poem like small animals!
Third, imitation poetry (small animals are so happy to pick up leaves, and other small animals want to pick up leaves when they see it. Let's see which small animals are coming! )
1, PPT shows pictures (rabbit, hedgehog, squirrel, caterpillar) respectively.
Guide children to imagine how they would look at leaves. (Writing paper, hat, quilt, house)
2. Try to imitate the previous sentence patterns.
3. Children choose their own animal headgear to perform.
Conclusion: Today we not only learned a beautiful poem, but also wrote one ourselves. Go home and show it to your parents and your good friends!