Three Picture Book Lesson Plans for Kindergarten Classes

#Teaching Plans# IntroductionEducation should be enjoyable and make everything with fun. I have compiled three kindergarten class picture book lesson plans, I hope it will help you!

The Fox Father Duck Son

Activity Objectives:

1. Observe the picture book picture carefully and understand the content of the picture book.

2, learn to carefully observe the actions and expressions of the characters, understand the feelings embedded in the great changes in the fox's mood, experience the happiness of caring for life, and understand the joy of loving and being loved.

3, can boldly express their own ideas, to develop a rich imagination.

Activity Preparation:

1, material preparation: "Fox Father Duck Son" ppt, a fox hand puppet, movable duck egg pictures (followed by a duck picture), story CD, background music 2, experience preparation: children have an understanding of the method and process of hatching eggs.

Activity process:

1, the teacher showed the fox hand puppet, the scene to introduce. Question:

-- children, who is this? What is the fox like in your impression?

2. Teachers guide children to watch the ppt page by page to understand the story.

(1), the teacher scenario narrated: the fox is hungry, looking for something to eat everywhere, he came to the bushes by the river, turning over the east, looking for the west, but found a big duck egg. Guess what will happen next? (Ask the children to tell freely.) (2) Show P1: Let's take a look at what the fox is doing. What else? (Look at the clouds.) The fox may want to turn the egg into a duck! How can a duck's egg become a duck? (Hatch) What do you think the fox will use to hatch the egg?

(3), guide children to understand the experience of the father fox hatching his son.

-- show P2-P5: Next, please see for yourself, the fox used which methods to incubate the eggs? Which method do you think is the best? (Children speak freely) -- The first method: do you think this method is good? Why? (Not good, because it will break the eggs if you sit down.) - The second method: the fox uses his stomach to hatch the eggs, let's learn this posture together? How do you feel? (very tired, very painful) Look at the fox's expression, (showing teeth, frowning, eyes closed tightly) It seems that it is also very painful, very tired, the same as you feel, so it changed the method.

--The third way: tie the duck egg to its stomach? How about this method? Give your reasoning. See what happened? (One day, the fox saw a fat little rabbit, it immediately chased after it, but the duck egg fell from it, the fox was scared out of his wits) -- Teacher: Finally, the fox was thinking hard on the grass, finally let it come up with a way, how did he do it? Do you think this method works and why? (Put the egg in the mouth, not only warm, but also very safe, it seems that this is a good way) - Show P6: Let's take a look at the duck egg in the fox's mouth, what is it doing?

(4), the teacher used the duck egg picture to demonstrate the duckling out of the shell, to guide the children to experience the excitement of the fox after hatching the ducklings.

--One day, the fox was suddenly awakened by a sound, and he hurriedly spit out the duck egg. Surprisingly, there were cracks on the eggshell. Guess what happened?

- The duckling is about to come out of it, let's give it a boost together, shall we? Hey, I just heard the duckling say to me: it's not that easy to get me out, say something nice! Make me happy and I'll come out! Who can say something nice? Is there any other warmer, more touching words? (After the children have finished speaking, the teacher takes the duckling out of the eggshell.) (7) Show P7: When the duckling finally comes out, she rushes towards the fox and screams, "Mommy, Mommy!" At this point, what does the fox say? What did the duckling do? Do you think the fox will eat the duckling?

Why?

-- Show P8: Did the fox eat the duckling? Where do you see that?

(8), read the pictures of the scenarios to help children understand how Papa Fox spends time with his duckling son.

--Present P9-P10: Then let's see how Papa Fox and Son Duck get along next? Ask the children and their peers to say something to each other.

- According to the children's answers, ask P9: What will the duck say to the father fox when he is sleepy? And what will Papa Fox say when he sees Duck Son's lovely sleeping face?

--Question P10 based on children's answers: What are the fox and the duck doing? Why is there a rope tied around Papa Fox? Take a close look at the fox's eyes, eyes full of love for the duck's son, what a kind and benevolent father fox ah! The fox thought, "Less a big meal, more a son, I this clever fox how to do a confused thing?" Do you think he was confused? Why? Who is going to make a good name for this story?

3. Teachers play PPT while playing the story CD, guide children to listen to the story completely.

Teacher: Let's listen to the story completely!

After listening to the story, who will say what kind of fox you think it is?

4. Emotional extension, end activities.

-- Teacher: You also have your own father, how does your father usually love you? And how do you love your dad?

-Teacher Summary: Children usually may be the most favorite is the mother, because they often accompany you, but children do you know, in fact, the father is also very much in love with you, because the father is the head of the family, to hold up the whole family, so usually work is very busy, very hard, there is not too much time to accompany you, but they will try to find time to accompany you to play the game, tell you a story, hold your little hand to the door, and hold your little hand to the door. But they will try to find time to play games with you, tell you stories, hold your little hand and go for a walk in the park. Dads are not good at expressing themselves, so they don't say: "I love you, baby" so easily. But they love you all the time, they pay a lot for your growth, and no regrets, I hope that the children from now on, study hard, with the results to return to their dads, we go back to tell this nice story to dad, okay?

The Little Black Fish

Design Intentions:

Picture books have unique styles and advantages in literature: exquisite writing, bright colors, and profound but easy-to-understand content. It is pointed out in the Guidelines that we should "guide children to enjoy listening to stories and reading books" and "use books and paintings to stimulate children's interest in reading and writing, and to cultivate pre-reading and pre-writing skills". Preschool children are in the age of "reading pictures", brightly colored picture books on the children's visual shock is more direct than the effect of knowledge, so that children with little literacy, through reading pictures to get more perception. At the same time, the children's emotions, imagination, sensitivity and aesthetics have a very good role in enlightenment.

Activity Objectives:

1, know that in the face of difficulties to be brave, brainstorming, know that united power.

Analysis: The children have practical experience of encountering difficulties in life, but lack the courage to face difficulties and actively think of ways to solve the problem, not to mention the idea of asking for help. The teacher will let the children know through guidance that the collective is always more powerful than a person.

2. Understand the content of the story, feel the mood of the little black fish in different experiences.

Analysis: children often face difficulties in the spirit of depression and even retreat, here the teacher through the development of the plot of the story, to guide the children to learn to have an optimistic mindset in a bad mood, good to find interesting and beautiful things around.

3, like reading activities, can be observed through the picture, boldly express their own ideas.

Analysis: The most important thing about reading activities is to cultivate children's pre-reading ability through books, so let them like to read and be able to learn to observe the content of the pictures is one of the main purposes of the activities of this activity. Through the children's step-by-step perception of the picture book, guide, encourage them to boldly express what they see and their own ideas, is that they produce a happy experience of reading in the activity.

Activity focus: face difficulties to be brave, brainstorming, know the power of unity.

Difficulties: feel the psychological changes of the little black fish in different experiences, and learn to maintain an optimistic state of mind in a bad mood.

Activity Preparation:

1, material preparation:

(1) the teacher with a color spray a big picture book

(2) the same picture book courseware

(3) the picture book content of the cartoon

(4) each person can be set in the hands of the small fish (one of the black one)

(5) the teacher with the vicious big fish a

(6) the teacher with a large fish

(6) props: coral, water plants, rocks, etc.

2, knowledge and experience preparation:

(1) children have the experience of reading picture books

(2) before the class to understand a variety of undersea flora and fauna, with a focus on understanding the "tamagoyaki shells"

3, the site is ready:

(1) children into a circle, and the children can be used to make the fish. p> (1) The children sit around the teacher in a circle, and the fish are placed under the seat of each child.

(2) Coral, water plants, stones are distributed around the classroom.

Activity process:

First, the beginning part: the book directly into

Show the big picture book, guide the children to observe the cover: Today, the teacher recommends a book, you see what this book is?

Guidance points: this link teachers through the book cover direct introduction to stimulate interest, guide children to learn to read the book from the cover first, and learn to observe the cover content and the name of the work, while consciously guiding the children to read the name of the work "Little Black Fish", to play the "pre-reading" purpose. "

This is the first time I've ever seen a child in the world.

Second, the basic part: understand the story, experience the mood changes of the little black fish

(a) guess the storyline

1, show the first picture: What is this place? Who is in the picture?

2. Show the third attached picture (the little black fish himself): what is the difference between this picture and the one just now? Why is it like that? (Guess)

Guidance points: Through the comparison of the two pictures, guide the children to use their imagination on the basis of observing the pictures, guessing the many possibilities of the little black fish suddenly only himself, stimulate the children's desire to explore and creativity, and encourage the children to boldly express their own ideas.

(b) Observe the pictures, experience the mood of the little black fish

1, show the second: What happened?

2, complete look at one, two, three, show the third: what is the mood of the little black fish at this time?

Guidance points: through the "beginning" "end" let the children guess the middle of the plot will greatly stimulate the children's desire to participate. After the three pictures are connected, focus on guiding children to experience the mood of the little black fish after a major disaster.

3, the lonely little black fish swam to the depths of the sea, what else will it encounter?

Guidance points: This question focuses on stimulating children's creative thinking, and imagining a variety of situations that the little black fish will encounter.

4, one by one to show the four little black fish in the sea experience, ask: the little black fish met who? (Children recall the order and imitate)

(1) (The same four pictures) What do you feel when you see them? In the eyes of the little black fish, what do they look like?

(2) Children remember and imitate the aquarium animals

(3) Now, how does the little black fish feel? What made him feel better?

Guidance points: This link focuses on guiding children to experience the sea in a lot of novelty, interesting things and phenomena, children in the process of memory and imitation of the process will be able to experience the joy of it, through which the role of subtle experience of the mood of the little black fish changes, from the original fear and fear gradually become relaxed.

(4) When the teacher is in a bad mood, he will ...... be in a better mood, do you have this situation?

Guidance points: guide the children to contact the actual life, learn to vent their emotions in a healthy way and maintain an optimistic state of mind.

5, show the next picture (meet other companions): the little black fish met who? How does it feel? What will they say to each other?

Guidance points: In order to allow children to better understand the mood of the little red fish do not dare to come out of the crevice, here will be a slight change in the original, the original "another group of small red fish" changed to "survived the attack of the fish companions". This will be easier to guide the children to experience the little red fish nervous and scared.

6, ask a child to think of a way to hide behind a rock and dare not come out of the little red fish called out.

7, show the last picture, say what the little black fish thought of? (Understanding the power of unity)

Guidance points: Teachers guide the children to think of ways to call out their companions for the little black fish, and then show the little black fish practice, cultivate the creative thinking of young children, and the ability to solve problems by actively using their brains, and play a role in the role of young children in the front of the initiative to learn.

(C) watch the cartoon, complete appreciation of the work.

Third, the end of the part: the performance of the story

The teacher does the narration, each child puts on a small fish to play the role, when there is a big fish attack, the teacher plays the role of a big fish. Finally, let the children think of their own way to form a big fish to scare away the big fish.

Guidance points:

This link helps children to better memorize the content of the picture book at the same time, better let the children to experience the different moods of the fish at different times, in the end, we all work together to form a big fish to scare off the vicious big fish, the children will really appreciate the unity of the power of the big fish, to experience the joy and happiness.

Part III

Design intent:

At night, the moon hanging high in the sky is out of reach in the eyes of adults, not to mention the thought of tasting the flavor of the moon. But in this story, the bright moon is transformed into a mouth-watering "food". In the eyes of the children, it looks like a nice flavorful potato chip or a round yellow cake. The animals in the story will do anything to get a bite of the delicious moon. In the process of "enough" moon, the little animals "stacked" persistence and cooperation is touching, the story of the little animals that lovely "perseverance" and "perseverance to the end". The cute spirit of "perseverance" and "perseverance to the end" of the animals in the story has positive educational significance for children. According to the age characteristics of the children and the development of the children in the class, plus the scientific activity "Changes in the phases of the moon" in the moon's cloudy and sunny changes have been known. Based on the children's known experience, with the help of the attraction of the picture book story to the children, I designed this activity to guide the children to observe the picture book content, feel the story of the interesting, learn to use the language to communicate, and develop a bold imagination.

Activity Objectives:

1, according to the clues of the picture boldly guess the storyline and the dialogue of the animals, and use coherent, complete statements to express.

2. Understand the children's interest in the story, and be able to boldly imagine and express the content of the story.

3, feel the animals work together, successful "eat" the moon after the happy mood.

Activity Preparation:

1. PPT＼ Picture Book "The Taste of the Moon" and music tape.

2. Pictures: moon, turtle, elephant, giraffe, zebra, lion, fox, monkey, mouse.

Activity process:

I. Question introduction, stimulate children's interest in triggering the imagination.

1, riddle introduction: "Sometimes like a disk, sometimes like a sickle, hidden during the day, only appear at night." (The moon)

2, (show the book) I have a book here, it is related to the moon, let's take a look at it! "What does the moon look like in the book?" The name of the book is? ("The Taste of the Moon") "If you could really eat the moon in the sky, imagine what the moon might taste like?"

3. Let's see what the animals in the story think.

2. Read the contents of the book, children observe the PPT picture book.

1. Observe the first page of the PPT, and guide children to observe the content of the pictures by asking questions.

(1), When did this happen? How many pairs of eyes in the dark night? Please count them? (Nine pairs of eyes) How many little animals? (Nine little animals)

(2), Who could they be? Why?

(3) What were they thinking when they looked at the moon in the dark? (Guiding children to guess the content of the story)

(4), the teacher concluded: a quiet night, the full moon hanging in the night sky. Animals are tilting their heads and looking at the moon. Look really concentrate are thinking: the moon, what is the flavor? Is it sweet, or salty? I really want to have a little taste of it! However, no matter how long you stretch your neck, stretch your hands, stretch your legs, you can not reach the moon.

2. Observe pages 2-5 to guide the children to understand the little turtle determined to touch the moon and ask the elephant, giraffe help.

(1), page 2-3: a little turtle is determined to climb the mountain step by step to reach the moon. "Can a sea turtle reach the moon? Is there any way for a sea turtle to reach the moon? Who is its best friend? And how would it invite its best friend to help?" Teacher models what the turtle says and children watch the picture.

(2), page 4: What will the moon think when it sees the elephant's trunk going up? What will it do? The moon gently jumps upward, and the elephant still can't reach what to do? Who will be invited? What will they say?

(3), page 5: What did the giraffe do? What did the moon have to do? What if it still can't reach it?

3. Children discuss: "Who will it ask for help?" Children watch the small animals shown in the PPT, and group to tell the conversation between the small animals, the moon, to understand the content of the picture book on pages 6-9.

(1) What did the giraffe do? Enough? Who will he invite? What will say?

(2), the teacher shows the pictures of small animals, and guides the children to tell in groups.

(3), children play the role of small animals to invite help, and learn to say the dialog.

4, the children observe the slide on page 10 of the teacher asked "can the mouse to the moon? Why?" "What is the moon thinking? What kind of expression?"

5, the children observe the pictures on pages 11-12 to understand the way the animals reach the moon "stacked" and the law.

(1) Who reached the moon in the end? Why is the mouse so small to reach the moon?

(2) How will the mice share the moon? What will happen to the moon?

(3), show the velvet picture to guide the children to consolidate the understanding of the way the little animals reach the moon. "Who are the animals that reach the moon?" "How do the animals reach the moon?" "What do you feel when you see the animals reach the moon?"

(4), observe page 12 "What happened to the little animals? Why?"

Third, guide the children to fully appreciate the content of the story, feel the experience of the animals work together, the success of "eat" the moon after the happy mood.

1, the children watch the PPT teacher to complete the story to the animals cooperate with each other to reach the moon.

2. Discuss: "Did the animals' wishes come true?" "And what does the moon taste like in the end? Why?"

3. Guide children to think about the benefits and value of helping each other and cooperating with each other, so that children can understand how happy and cozy everyone is after sharing.

Fourth, guide children to appreciate the end of the story, stimulate children to boldly imagine and unlimited thinking.

1, guide the children to observe the pictures of small animals, ask questions to guide: "Who was the first to reach the moon? Who is next? How did it invite the little animals? What did it say?" Help children to sort out the story content, master the storyline.

2. Discuss: "How many little animals looked at the moon in the sky at night?" How many little animals are there to reach the moon together and who is missing?

3. "What is the little fish thinking?" "Can you help the little fish to solve the doubts? And what would you say?"

4. "Which part of this story do you like? Why?

5. Teacher's conclusion: there are many stories about the moon, can you tell a story about the moon? Guiding children to develop their imagination to create and "moon" related stories.