Kindergarten Middle Class Language Picture Book Lesson Plans (Selected 3)

# Lesson plans # Introduction Picture book teaching, a new type of class, which brings children not pressure, but interest. Exam Net has prepared the following for your reference!

Part I Kindergarten Intermediate Language Picture Book Lesson Plans: "Tear, Tear, Tear"

Activity Objectives:

1, observe the pictures carefully, initially understand the content of the first half of the picture book and learn to use the correct amount of words to express.

2, through reading the book to understand the appearance of the characteristics of the cow.

3, like reading books, and happy to share their own findings with peers and teachers.

4, the use of existing life experience, according to the picture boldly imagine, speculate and express their understanding of the storyline.

5. Encourage children to guess, talk and move boldly.

Activity Preparation:

1, PPT, black and white burlap, a small book manually.

2, as the body of the cow rectangular white paper, black and white paper, glue, cotton swabs.

Activity process:

(a), observation

1, PPT on the tearing of paper figures and animal modeling diagrams, guiding the children to say the process of tearing and pasting.

Teacher: "Children, these paintings are beautiful? Tell you a secret! These beautiful paintings are torn out of paper.

2, show the cover, lead to the theme - the cow's family

Teacher: "This is the cow's family, there is a cow father, cow mother, and baby cows. They are also torn out of white and black paper. Today, let's read this book about torn cows together, okay?"

(2) Children read freely.

1, put forward the reading requirements:

(1) quiet, page by page from front to back

(2) look carefully, see how the cow is torn out?

2, the children read freely, the teacher circuit guide.

3. Guide children to say how the cow is torn out?

(3), guiding children to observe PPT2 ~ 7 reading books, understanding the story.

Teacher: page 2, 3: What is on the screen?

Children: a lot of pieces of paper

Teacher: Guess which part of the cow's body these torn pieces of paper are?

Children: the body of the cow

Teacher: the body of the cow torn out of what parts of the cow to tear? Observe the appearance of the characteristics of the cow, and guide the children to follow the text to repeat the sentence: tear ah tear ah, a head (two horns, a tail, four legs) ......

(Summarize the use of quantifiers in the book.)

Teacher: ah, the cow father so strong ah! It turns out that we tore out a strong father cow!

Teacher: Tear, tear, tear ......

(Teacher pauses to let the children guess who will be torn next.)

Young: cow mother

Young: cow baby

(D), collective reading P8-15. Observe the content of the picture, encourage children to try to tell.

Lead the children to discuss: the cow father, cow mother, baby cows want to eat grass in the mountains, so what do we have to tear out?

Young children: we have to tear the grass, and the hillside.

Children: and trees, flowers.

Teacher: What color paper do we need?

Children: green

Teacher: the baby cows are small, eat grass to be tender, what other colors can be used?

Young: light green

Teacher: a dark green, a light green, deep and light are good green (teacher elicited the sentences of the text)

(E), teachers and children read the cover to P15, to further understand the story.

(6), the children try to tear the cow

(1) asked to introduce the differences and similarities of the cow family: the big body is the cow father, slightly smaller is the cow mother, the smallest body is the baby cow.

(2) children tear the cow, the teacher reminded the children to freely tear out a cow.

(3) show each other the work, and again ask the children to use the language of the book to describe the cow father

(7), extension activities

Part II kindergarten middle class language picture book lesson plan: "dozing house"

Activity Objectives:

1. observe the picture carefully, and be able to express the picture with words, movements and expressions.

2.

2. Feel the fun of the plot of the picture book.

3. To guide children to observe the picture carefully and develop their imagination.

4. Encourage children to guess, talk, and move.

5. Encourage children to dare to express their opinions.

Activity Preparation: PPT

Activity Process:

I. Introduction

1. (Teachers dozing action) Do you know what I was doing?

2. Summarize: like this drowsy look is called dozing. Do you want to try? (Teachers lead children to do a dozing action.)

Second, observe the picture, experience the picture change from dozing to waking up in the picture book

1. Have you ever seen a dozing house? (Show the PPT picture house) This is the dozing house (Teacher slowly narrates: there is a house, the dozing house, everyone in the house is sleeping.) Why do you call it a dozing house?

2. (Show the next picture) Who is sleeping in the house? Where are they sleeping?

3. Who can finish where everyone sleeps in one long sentence

4. At this time the child gets up, what is he going to do? The children guess

5. (Show the picture.) What is one thing the child did?

6. Let's see what happens next (watch the pictures consecutively as they overlap and go to sleep) What happens in the story? Who will look at the pictures and say who slept on whom. (Children tell)

7. What do you think of this way of sleeping? Why?

8. (PPT next picture narrated: At this time, suddenly heard the grandmother shouted, I can not stand it!) Look at how the mouse (jumped up) children observed the mouse jumped up guess what will happen next? Children guess

9. (PPT picture show) What do you find? (The cat jumped up and was frightened.) Who woke up the cat? Narrative: the mouse scared the cat!

10. What does the cat's expression look like? Children to tell (mustache straightened, staring) ask children to imitate the cat woke up expression action (staring, mustache straightened)

11. (PPT the next picture) Let's see what happened next. The cat scratches the dog! What does the dog's expression look like? (mouth open wide, ears up) Collective imitation, guess what the dog will say?

12. Guess who woke up next? (Child) Narrator: The dog kicked the child! What did the child wake up like? (four feet to the sky) children imitate

13. PPT next picture to tell: the child bumped into the grandmother grandmother crushed the bed! They are having a great time! Where do you see that they are having fun? (jumping up and down, everyone smiling)

14. (PPT next picture) Is the dozing house still dozing? Where do you see it? (There is a rainbow, the light becomes brighter, the windows are open, and everyone is playing in the yard.) Guide the children to observe

(Teacher's summary: the rainbow is out, shining brightly on the whole house; the doors and windows are open, as if the dozing house has opened its eyes.)

Third, complete enjoyment of the picture book

1. Just now, we have just watched a picture book called "The Drowsy House," now Let's read it again in its entirety (Teacher narrates the picture book in its entirety)

2. The animals and people in the house have gone out to play, so let's go and play for a while too!

Activity Reflection:

Part III Kindergarten Intermediate Language Picture Book Lesson Plan: "Snap-Snap-Bang"

Activity Objectives

1, like to listen to the story, understand the content of the picture book, and learn about the animals and plants that live under the ground.

2, can be based on the plot of the reading content of the bold guess, clear expression of their own ideas.

3, can actively participate in activities, feel the story humor and interesting plot.

4, through the combination of verbal expression and action to fully feel the story of the children's interest.

5. Understand the moral and philosophy of the story.

Activity Preparation

PPT courseware, objects: sweet potato, radish each one.

Activity process

(a) Guess the content of the story according to the name of the story

Teacher: Today, the teacher brings a story to the children, the name of the story is "snap-snap-bang".

Teacher: Pa La La - Bang, this story will tell what it, please you first to guess.

Summary: according to the name of the story can come up with so many good stories, you are really great. The author of the story wrote a what happened, let's listen to it.

(2) Graphic*** Reading

1. The Reason Why the Little Mole Moved

Q: (1) Spring came, flowers bloomed, and the grass and trees put on their tender green clothes. In the hole in the ground, there is a cute little animal playing hide-and-seek with us, who could it be? (Let's listen to its self-introduction: Hello, I am the little mole, I live in the mud, this is my home. Let's say hello to the little mole!)

(2) One day, it rained heavily in the sky, and the roads were covered with water.

(3) The little mole's home was flooded and could not be lived in anymore, who will help it think of a way? (Encourage children to express themselves boldly)

Transition: We helped the little mole to come up with a lot of ways, and the little mole also came up with a way, it decided to go to find a new home.

2, the little mole looking for a new home

Question: (1) the little mole in the snapped and dug a hole to find a new home, let's dig a hole with the little mole, snapped, snapped, snapped, snapped, snapped, snapped, snapped, snapped, snapped, snapped, snapped, snapped, snapped, snapped, snapped, suddenly "bang", what happened?

(2) What is this thing ah, hit me very painful ah, who knows what hit me ah?

Summary: The little mole hit the fragrant sweet potato, taste it, click, really sweet.

3. The little mole continued to look for a home

Question: (1) The little mole continued to look for a home, and what sound did it make when it dug?

(2) Ouch, it hurts. What did the mole hit again? Where did you see it?

(3) How do you usually eat radishes? Have you ever eaten a radish raw? How does it taste?

(4) What did the mole think of the flavor? Where do radishes grow?

(5) Sweet potatoes and turnips grow under the ground. What other plants grow under the ground?

Summary: the original ground grows so many delicious, which can be the little mole happy, so the little mole decided to continue to dig holes, snap, snap, snap.

4, continue to dig holes, meet animals big snakes

Question: (1) Hey, the little mole heard a strange sound, hiss, hiss ...... who would it be?

(2) What kind of snake is it? What do you think will happen to the little mole after seeing the big snake? (Encourage children to express themselves boldly)

5. Teachers and children together to tell the story in full

(3) Tell the story in full

1, show the picture, the teacher to tell the story in full.

2. Children tell the story

Teacher: Well, my story is finished, can you look at the picture and tell it completely? If you want, you can tell it to the children next to you. (Children look at the picture to tell)

(4) You guess, I guess, everyone guess

Teacher: the little mole quickly escaped, eh, next the little mole and who will meet, what interesting things will happen?

Children's narratives

Activity extension

Teacher: Children have told a lot of interesting stories, there must be a lot of interesting things, please children draw down your ideas. Teacher will bind them into a new book and ask you to tell it to your younger siblings. Now please return to the class and finish your work!

Activity Reflection:

The material chosen for this activity is relatively good, not only lively and interesting, but also in line with the age characteristics of children in the middle class. I also designed a self-reading link in the activity, which allows children to flip through the books themselves and experience the process of turning the book over page by page, which not only enriches the children's reading experience but also gives the children a chance to get their hands dirty, rather than just sitting and listening to the story and looking at the pictures. However, due to my lack of experience, I was not flexible enough to interact with the children in class, my response to the children's answers during the activity was not appropriate enough, and I was not flexible enough to teach on the spot, copying the lesson plan, etc. So I need to continue to improve. So I still need to continue to improve, more predetermined some of the children's ideas, and continue to improve, and strive for greater progress.