Children's Songs Teaching Plan in Kindergarten Nursery 1 Activity Target:
1, express your love for your mother through nursery rhymes.
2. Learn the short sentence "Mom" in the game.
3. Improve children's oral expression ability in activities.
Activity preparation:
Experience preparation: I have learned the game of "calling" and can sing the song "Good Mother".
Material preparation: building blocks, wall charts, music of Good Mother.
Activity flow:
First, sing in groups to stimulate interest in learning.
1. Music comes out and sings the song "Good Mom" (collective singing). 2. Ask questions and lead to the topic of "missing mom".
Baby! (er-), hmm! We all have a good mother. Do you miss your mother in kindergarten? (The teacher asks the children one by one: I think) Oh! Everyone misses their mother.
Second, understand children's songs (show pictures 1) 1, yo! What is the baby doing? (thinking of mom) How do you know he thinks of mom? (The child answers: The child points to the mother in the picture and says, I saw it from here) Who is here? (Mom) Oh! There is a mother in the cloud figure here, which means that the baby is thinking about his mother. Let's take a closer look at the baby's movements. Does his action also indicate that he is thinking of his mother? (The child observed: This action, oh! This action is to hold your chin with both hands. Well, the baby is thinking about his mother. Let's learn how the baby misses his mother, shall we? Group talk learning action: "Baby, miss your mother") 2. Baby, what should I do if I miss my mother? Tell me, what would you do if you missed your mother? (The child replied, "I will cry." The teacher gave comfort: don't cry when you miss your mother next time. Be a strong baby. (Showing picture 2) Look! What does the baby use as a telephone? Yo, this building block really looks like a telephone! Let's also learn: (Practice in groups: grab a building block as a mobile phone, practice 2-3 times) What do you want to say to your mother when you grab a building block as a mobile phone?
Third, the children play "telephone games" to practice sentence patterns: grab a building block as a telephone, mom, mom, ... 1, the babies come and grab a building block as a telephone to call their mothers (the babies each grab a building block phone to start the game "calling") The teachers' tour guidance: focus on practicing "mom, mom, I miss you" and "mom, mom, mom". (The child puts on the phone) 2. After playing the phone game, ask: What did you say to your mother on the phone just now? (A little more children replied: Mom, Mom, I miss you, and Mom bought me delicious food ...) 3. Recite the children's songs completely:
Babies.-Yeah! There is also a nice nursery rhyme hidden in these two pictures. The name of this nursery rhyme is Missing Mom.
Question: What's the name of the children's song? (Children collectively say "I miss my mother" several times) Shall I read it to you completely? (good) children's songs: miss mom (baby, miss mom, grab building blocks as a phone; Mom, mom, come home quickly. ) Look at the pictures and recite children's songs. (Recite in groups for 2 times) The babies turn around, and we read it to the teacher behind us in a nice voice. (Read aloud in groups) The teacher praised us.
Fourth, creation:
Honey, who will you miss besides your mother? (Ask a baby: I miss my father and grandmother ...) If I miss them, let's call your relatives and friends again! (Come up and get the building block phone, the activity is over) Attachment: Children's songs: Miss mom (baby, miss mom, grab the building block as a phone; Mom, mom, come home quickly. )
Kindergarten Children's Songs Teaching Plan 2 Activity Objectives
Learn nursery rhymes and cultivate children's emotional and language skills of caring for small animals.
Understand the habits and basic characteristics of cats through activities.
Activities to be prepared
A photo of a cat, a kitten headdress.
Activity process
1 Children, the teacher told you a riddle today. Can you guess what small animal it is? "Like a tiger, smaller than a tiger, I work hard every night. I love catching mice, and I will shout when I catch them. " What is this? You guys are amazing! That's right.
2. Show pictures of cats and ask, "The teacher wants to test children. Please tell the children what a kitten looks like. What does it like to eat? What can a kitten do? " (Children casually answer) The children said,' That's great, the kitten is furry and cute. It likes to eat fish and meow. Rats are most afraid of it. They are good at catching mice. The teacher should also tell the child a secret, that is, under the strong light during the day, the kitten's pupil will shrink into a line and turn into a circle at night, so the cat can see clearly no matter whether the light is too strong or too weak.
Children, do you like cats? Why do you like it? (The teacher guides the children to talk, so that the children can say completely: "I like Xiaohua Mall, he is a little expert in catching mice", "The kitten is cute, and it's nice to sing meow meow" and so on. )
4. Situational performance: The teacher plays the cat and the mouse respectively, leading to children's songs.
Q: "What did the children see just now?" (Xiaohua Mall and mouse) What's Xiaohua Mall's name (meow)? Yes, "Xiaohua Mall, meow."
The cat and the mouse collided. Who caught the mouse? (The mouse is caught by Xiaohua Mall) "The mouse is caught, and it can't escape."
The teacher told the nursery rhyme completely, and the children recited the nursery rhyme "Xiaohua Mall" under the guidance of the teacher.
5, the game: (children put on the kitten headdress, design the game scene) children, let's play the kitten, I am the mother cat, how about you and your mother catching mice? (Good) Say the children's song Xiaohua Mall while playing games.
Children and kittens are our good friends. What should we do with them? We should take good care of the kitten ... it's our good friend.
Kindergarten children's nursery rhymes teaching plan 3 teaching objectives
1. Appreciate children's songs and feel the question-and-answer characteristics and rhythm of children's songs.
2. Learn to recite children's songs, pronounce "scratch, cut and sprout" and express poems by asking and answering questions.
3. Practice composing children's songs to inspire children's courage to overcome winter difficulties and enhance their self-confidence.
Teaching preparation
Small pictures, folding cards, spraying a small snowflake, etc.
teaching process
1, the question and answer is imported and turned into snowflakes.
(1) Teacher: Hello, children! When we first met, did you have any questions about me?
Y: Where do you work? How many teachers are there in your class? How old are you this year? What is this? Where is your home? What size shoes do you wear? ……
Teacher: This is a quiz game. Ask clearly, understand clearly and answer accurately. I also have four questions for you (question mark):
A, ask a lovely child, which kindergarten and class are you from?
B, Q-What season is it, children in Class X?
C. Children in winter: Are you afraid of the cold?
D.Q.-Children of Class X, I'll play games with you. Are you confident to finish this task? Confident children are the most beautiful and intelligent. Be confident! (Take pictures and freeze, and guide children to create confident movements. )
(2) Teacher: You are all very happy to answer questions, very good! Because you are not afraid of the cold, you are brave and confident, and you have brought gifts to reward you in winter! Make snowflakes to stimulate interest. )
Comments: Because the class is borrowed, at the beginning of the class, the teacher greeted the children kindly and said, "Do you have any questions about my first meeting?" Simple and sincere emotional communication has brought the distance between children and teachers closer at once, formed a harmonious relationship between children and teachers, and completed the initial stage of emotional stimulation; Then, the dialogue between teachers and students is adopted to unconsciously bring children into the situation of children's songs, experience the question-and-answer form of children's songs and stimulate children's interest in learning.
2. Learn the first and second paragraphs of children's songs and perceive the form.
(1) Is the lovely white snowflake nice? Is she afraid of cold? Let's ask together.
Teacher: Why didn't Snowflake answer? Oh, so your voice is too low for snowflakes to hear. Let's try again. Encourage children to ask questions loudly. )
Teacher: What will Snowflake say? Let's listen together.
Snowflake replied happily: I am ready.
Question: What did Snowflake say? Can you do it with action? Fly freely in the air, keep spinning, ready. ) Let children learn snowflakes "fly freely" and "get ready" while talking.
The first paragraph of the complete works of children's songs (Who asked? How to ask? How to answer? Answer what? )
(2) Teacher: Whoosh, the winter wind blows hard, blowing (action).
Teacher: What questions do you want to ask Feng?
Teacher: Let's pick a question to ask. (Show the icon. )
Teacher: Where are you going with the winter wind?
Teacher: What did the wind say? (Show pictures. ) Look at Feng Er's expression. Oh, Fenger is very happy, very happy. The wind replied happily: I'm going to catch up with the pace of spring.
Teacher: What season comes after winter? Beautiful spring came, so the wind happily replied: I'm going to catch up with the pace of spring. The style of study is "chasing" (running) together. (Who asked? How to ask? How to answer? Answer what? )
The second paragraph of the complete works of children's songs.
(3) Teacher: Now the teacher will let the children look at the icons and play a "question and answer" game. Please watch carefully. Say the first and second paragraphs of children's songs in succession, prompting to express the beauty and joy of children's songs with beautiful voices. )
Do answering games in two groups to consolidate the content of children's songs.
(4) Hide the "Snowflake" icon, and read the first and second paragraphs of children's songs; Hide the "snowflake" and "wind" icons, and read the first and second paragraphs of children's songs. (the speed can be slow first and then fast, focusing on stimulating children's confidence in experiencing small snowflakes and wind. )
(5) Don't look at the icon, and collectively tell the guest teacher nursery rhymes.
Comment: Is the teacher based on children's knowledge and experience? Combining teaching emphasis with situation creation, this paper focuses on analyzing the first and second paragraphs of children's songs, so that children can boldly ask questions, actively create and express in real situations, freely communicate, share experiences and migrate, and trigger and migrate children's new experiences, paving the way for the next link.
3. Learn the third paragraph of children's songs and perform it completely.
(1) Teacher: Guess (exaggerated action), what will be told to our children in winter this season?
Show me the winter icon: I talk to winter, and winter gives me the answer.
(2) The teacher imitates Grandpa Dong's tone and exaggerates: confidence melts ice and snow, and confidence blooms new buds.
(3) Say the whole children's song together and perform it.
Comments: The last two sentences of the third paragraph, "Confidence melts ice and snow, and confidence blooms new buds", are the difficulties of this activity. Teachers hide this teaching difficulty in scene layout and action performance, and use inspiring, vivid, interesting, refined and sensational language and action to make children fully feel the joy of self-confidence and the joy of success, which breaks the children's conventional thinking and conforms to their psychological characteristics of playing games? It conforms to children's concrete, vivid and intuitive thinking characteristics and enhances the effect of teacher-student interaction.
4. Create children's songs and expand your thinking.
(1) Teacher: Just now I asked about the snow and the wind in winter. Who else do you want to ask in winter? What problem? How will it answer? Think about it first, then guess.
(2) Teacher: Choose a picture of winter scenery and small animals and ask and answer with your good friends.
Teachers give individual guidance to guide children's creation: Ask plum blossoms (pine trees, daffodils ...) Are you afraid of cold in winter? Meihua happily replied: I am ready! Ask kittens (squirrels, penguins ...) are you afraid of cold in winter? The kitten replied happily (meow meow): I change my hair, I'm not afraid! Ask the winter leaves (children, rivers, birds ...), where are you going? The leaves replied happily, I'm going to catch up with the pace of spring!
(3) Let the children talk about it alone. (The teacher improvises the corresponding icon, and the children send cards and create them. )
5, question and answer summary, enhance confidence.
(1) teacher: q-children in class x, are you afraid of the cold?
The children in class X replied happily: We are ready. (Guide children to make corresponding performances. )
Teacher: Q-where are you going, children of Class X?
The children in class X replied happily: Let's catch up with the pace of spring.
(2) Teacher: Children, winter is a beautiful season. As long as we are not afraid of the cold and keep exercising, we will become more and more brave and confident! Q&A in winter is really interesting. Tell our good friends with questions and answers in winter, let this nursery rhyme be longer, more beautiful and better, and let everyone become confident children who are not afraid of the cold. Teachers and students take photos together and play the background music "Winter's Questions and Answers". )
Kindergarten Nurses' Children's Songs Teaching Plan 4 Activity Content: "Cooking"
Teaching plan objectives:
1. Children naturally get and feel happy in the scene.
2. Cultivate children's polite habits.
Teaching plan process:
First, import
1 enter directly.
Teacher: There are so many guests coming to our home. How do we receive our guests?
(Children tell)
Tell me what you will prepare for the guests.
Second, understanding
1 You said so many delicious dishes to entertain our guests. Let me also prepare some delicious dishes for our guests. (The teacher demonstrates the operation)
Question: What dishes have I prepared for the guests? How is it cooked?
(Guide children to count, the reasonable collocation of meat and vegetables)
There are so many guests here today that they will try these delicious dishes. Can you cook these dishes?
(Children's Learning in Scenes)
Third, extension.
1 Invite guests to try our delicious dishes (guide children to communicate with guests)
What do your guests like to eat? We can go to the market with our guests to buy some dishes they like.
Kindergarten nursery nursery children's songs teaching plan 5 goal: initially understand the content of children's songs, willing to learn children's songs from teachers.
Prepare:
1, teaching wall chart.
2. Dogs, kittens and ducklings have several animal cards, and children have new house operation cards.
Process:
First, help children understand the content of children's songs.
Teacher: In the forest, there are three cute little animals. On this day, three small animals built a new house together. Have the children seen the new house? Who lives in such a beautiful house? (Puppy, kitten, duckling) How many floors does this house have? Shall we count together? A * * * has three floors. These three small animals live on different floors. Let's see who lives at the bottom. Who lives up there? Who lives in the middle?
Teacher: The teacher compiled this picture into a beautiful nursery rhyme and gave it a beautiful name. The name of nursery rhymes is New House. Let's listen together!
(The teacher recites children's songs with expression)
Teacher: Is this children's song nice? What's the name of children's songs? Such a beautiful children's song, let's look at the picture and say it together, OK? (Teachers and children * * * Read the children's songs again)
Teacher: There are new houses here, too, but no small animals have lived there yet. Shall we invite these three small animals to live in it? Teachers and children read nursery rhymes and put up small animal cards in the new house.
Teacher, this house is full of small animals, but there are no small animals in your new house. Now, would you please let the babies live small animals in your new house?