Activity plan in the middle class language field 1
Activity objectives:
1. On the basis of understanding the content of n
Activity plan in the middle class language field 1
Activity objectives:
1. On the basis of understanding the content of nursery rhymes, children initially learn to recite nursery rhymes rhythmically.
2. Children can happily play games with teachers and peers and experience the joy of playing games.
3. Children can recite the onomatopoeic words "beep, beep, beep" rhythmically.
Activity preparation: a string of firecrackers, some pictures related to children's songs, and some cat headdresses.
Activity flow:
1. The teacher shows firecrackers and guides the children to imitate firecrackers. The teacher recited the onomatopoeic words "beep, beep, beep" to guide the children to recite rhythmically.
2. Learn the children's song "Mice Get Married"
(1) The teacher shows pictures of mice (wearing big red flowers and groom's clothes) to guide children to recall the wedding scene in Princess Pearl. (Children answer: there are firecrackers, blowing horns, dancing, beating gongs and drums, sitting in sedan chairs and so on. )
(2) Teachers recite nursery rhymes with expressions, and children understand nursery rhymes.
(3) Teachers recite children's songs while showing pictures to guide children to beat the rhythm.
(4) The teacher reads the first half of each sentence of children's songs, and the children read the second half and exchange them once.
(5) Teachers and children recite children's songs while playing rhythm.
3. The game "Cat and Mouse"
(1) The teacher introduced the game.
Teachers and children play mice, and class teachers play old cats. The mouse recited children's songs rhythmically. When they read "Bumper", all the mice squatted down and the old cat came out. As soon as the old cat said, "Eat it all in one bite", the mice immediately ran to their seats, and the old cat went to catch the mice. When the mouse is in the upper position, the old cat can't catch it
(2) Teachers and children play games 2-3 times (the number depends on the situation of the children at that time).
Teachers and children go to outdoor games together.
Attached to the children's song: "Mice Marry"
Eight mice carried the sedan chair, sedan chair,
Four mice blow their horns, blow their horns,
Two mice set off firecrackers,
Bang bang bang.
The old cat congratulated her. "Congratulations! Congratulations! "
Eat it all at once Eat it all.
Language activity plan for the second year of middle school
? moving target
1. Understand the story by tasting, talking and guessing;
2. Learn to describe the taste of food with impatience, acidity and sweetness, and develop children's language skills.
3. Feel the interest contained in the story and develop children's imagination.
? Activity process
First, show the little gray mouse and introduce the activities.
1, show the mouse and guide the children to say hello to the mouse.
2. (Playing the recording) Question: What does the mouse do?
Second, taste three kinds of food and feel the first paragraph of the story.
(1) Show three stores and guide the children to guess.
Teacher: Little gray mouse walked and saw three food stores. Guess what these three stores will sell?
(2) Taste spicy, sweet and sour in groups.
1. shows pepper, sour vinegar and sugar. The children were divided into three groups to taste three flavors.
2. The teacher leads the children to share their feelings after tasting.
3. Teacher's summary: It turns out that the little gray mouse came to the pepper shop. What else have you eaten?
It turned out that the little gray mouse came to the sour shop. What else is sour?
It turned out that the little gray mouse came to the sweet candy store. What else do you know about sweetness?
(3) Discuss which store the little gray mouse likes.
1, Q: What kind of shops does the little squirrel like, Chili shops, hot and sour shops and candy shops? What shops do you dislike? Let's listen together. (Play the recording and tell the first paragraph of the story completely)
2. Guide children to discuss which store the little gray mouse likes and give reasons.
Third, through independent reading, perceive the second paragraph of the story.
1, Teacher: When he came to the candy store, the little gray mouse was very happy. He ate one by one, and in a short time, he became a lovely mouse. Who will the little gray mouse meet when it becomes a sweet mouse and what will happen? Let's look for the answer in the book.
(Teachers give individual guidance and play light music)
2. Q: Who can tell me who the little gray mouse met and what happened after it became a sweet mouse?
Fourth, listen to the story completely.
1. When the little squirrel came home, he wrote a story about what happened this day, called "The Little Squirrel's Food Adventure". Let's enjoy it again. (Tell stories and play music according to the pictures)
2. The little gray mouse has changed back to its original self, but the river has become a sweet river. What interesting story will happen to this sweet river? Let's make up with our good friends when we get back, shall we?
Language activity plan of class three in middle school
Activity objectives:
1, understand the simple picture.
2. Be able to say out loud what is in the picture.
3. Develop the habit of observing carefully before expressing the story.
4. Guide children to observe the picture carefully and stimulate their imagination.
5. Cultivate interest in literary works.
Activity preparation:
1. Material preparation: multimedia photo story "The Color of the Sun", a piece of light music, some pieces of paper (green, red and yellow) and a prism.
2, experience preparation: children have a certain understanding of color.
Activity flow:
First, create problem situations and introduce activities.
"Kid, did you see the sun when you came to school today?" (The child answers) "Then please tell each child what color the sun is in his mind?" (The child answers) "It turns out that the sun has so many colors. What color is the sun? Let's see what color the sun is in the eyes of small animals. "
Second, show the pictures one by one and guide the children to say it.
1, show the picture 1, and guide the children to guess boldly.
Q: What's in the picture? What is the rabbit thinking? Give the children a theme hint and let them guess. )
2. Show pictures 2 and organize children's discussion.
Q: What's in the picture? Guess what they are doing? What color are the leaves? What color does the bird think the sun is? Let the children look at the sun through the green paper and say the color of the sun they see. )
3. Show pictures 3 and organize children's discussion.
Q: What's in the picture? Guess what they are doing? What color are the flowers in the picture? What color does Little Bee think the sun is? Step by step, the teacher guides the children to imagine and let them see the sun through red paper, and then say the color of the sun they see. )
4. Show pictures 4 and organize children's discussion.
Q: What's in the picture? Guess what they are doing? What color is the ear of rice in the picture? What color does the little frog think the sun is? The teacher step by step, guiding the children to imagine boldly and answer boldly. Then, let the children look at the sun through the yellow paper and say the color of the sun they see. )
5. Show pictures 5 and organize children's discussion.
Q: What's in the picture? Guess what they are talking about? Look at the colors on the rainbow. Does the rabbit know the color of the sun now? The teacher made a rainbow with a prism for the children to enjoy. )
Third, guide children to tell the whole story.
Fourth, the teacher should evaluate the child's story and make a complete demonstration for the child.
5. Listen to music and go outdoors to find the color of the sun.
Activity expansion:
1. Spread the color of the sun to the color of leaves and flowers to help children pass on knowledge and experience.
2. Let the children go home to find the color of the sun.
Language activity plan of class four in middle school
Language: growing.
Goal:
1, under the guidance of the teacher, watch the buds of grass and trees growing outdoors in spring.
2. Theoretical words: "Spring" and "Green"; The short sentences "grass is growing" and "leaves are growing"
Prepare:
1, select sunny day.
2. Pictures: one in winter and one in spring.
3, tape recorder, recording the tape of the song "Spring".
Process:
1, organize children to go outdoors, feel the warmth of the sun, and know that spring is coming.
Teacher: Children, let's go for a walk outdoors! Is the sun warm? What happened to the trees in the warm sunshine? Let the children observe and say that new leaves have grown. ) means that spring has come.
2. Go into the activity room and show two different pictures one by one to guide the children to learn short sentences.
Teacher: Look, children, the teacher has a picture here. Is spring here yet? (Guide the child to say that it is winter) Are there any leaves on the tree in winter? Is there grass on the ground?
Teacher: What grows on the tree in this picture? What grows on the ground? (Theoretical short sentence "Grass is Growing") Leaves and grass are growing, isn't it beautiful? What color do you think they are? (On Green) What season is it? (The Theory of Springs)
3. Play music while walking and enjoy the spring scenery.
Teacher: Spring is so beautiful. Let's go outside and see the scenery in spring!
Language activity plan of class five in middle school
? Design concept
Gratitude is the traditional virtue of the Chinese nation, an important moral cornerstone of mankind, the foundation of family harmony and the basic moral value orientation of social harmony. Children are the masters of the future society, so gratitude education should start from dolls, especially from preschool education. Gratitude is a vivid story. I use slide shows to show people that children are familiar with, set up situations close to children's lives, and create a free and relaxed language environment for children, so that children can want to speak, speak, dare to speak and have the opportunity to speak. At the same time, activities are carried out in the form of reading children's songs, listening to music and performing songs. Let children know how to be grateful, know how to repay grateful people with gratitude, help those in need with gratitude, and experience the happiness of gratitude.
? moving target
1, know how to thank those who care about and help themselves.
2. Experience the happiness of "gratitude".
? The focus of the activity is to thank those who care about and help themselves.
? Understand "thanks" and "help" in combination with the difficulties in activities.
? Activities to be prepared
Multimedia courseware activity process
First, the children perform the finger game "Caterpillar" and introduce the theme.
1, ask the children to perform the finger game "Caterpillar"
Take out your little hand (play finger game-caterpillar). This little bug is too timid to climb out of the hole. Does it always stay in the hole? These caterpillars are so cute that they all know that their companions help each other. Then, in your daily life, who has helped you and cared about you?
2. Initially guide children to talk about people who care about and help themselves, and what they have done for themselves.
Second, move the life scene according to the slide "Thanksgiving".
1, figure 1: Let the children tell how their parents care about and help themselves.
Show the first picture. Guess who these two people are, children. Children are middle class. From birth to this moment, how do parents usually care about you and help you? What do you want to say and do to your parents?
2. Figure 2: How do teachers care about helping children? What do you want to say to the teacher most?
Show me the second photo. Children spend a lot of time with their teachers from the beginning of small classes. Think about it, how does the teacher care about and help you? What do you want to say to the teacher?
Figure 3: What are the children doing in the picture? How do friends help themselves? What do you want to say to them most?
Guess, children, who is in this painting? What happened between them (guide the children to talk about it in combination with the reality of life) Third, understand the meaning of "thank you" and "help" in combination with the reality of life.
Guide children to talk about people who have cared about and helped themselves from all aspects of family and kindergarten life, and say "thank you" and "help" to feel and experience "gratitude".
Fourth, learn the children's song Thanksgiving.
I thank my dear parents, my dear teachers, my little friends and those who have helped me.
5. Play the song "Grateful Heart", and the teacher and the children will perform together.
Having said so much, the children are tired. Next, let's enjoy the song "Grateful Heart" (the teacher drives the children to do actions together).
Sixth, activity extension.
Children can freely choose and express their gratitude to those who care about and help themselves in their own way.
Language activity plan of class six in middle school
moving target
1. Understand the content of poetry, express and recite it boldly.
2. Imitate in the performance and experience the fun of imitation.
Activities to be prepared
1. There are big background pictures of blue sky, Woods, grasslands, rivers, flowers and kindergartens.
2. Made birds, mushrooms, rabbits, flowers, aquatic plants and children's teaching AIDS.
3. Some headdresses are made according to the content.
4. Frame pictures made according to the content.
5. Blue sky, Woods, grasslands, rivers, flowers, kindergartens and other backgrounds.
Active link
(1) shows the background picture of "home"
1. Today, I brought a picture for the children. Who can tell me what's in this picture? The child speaks freely, and the teacher emphasizes according to the child's answer: this is the blue sky and this is the dense forest.
The children answered very well just now. Now let's look at what is in the picture. The teacher pointed to the picture and said, there are blue sky and dense Woods.
3. Guess whose home is the blue sky and dense forest? Today, we are going to learn a prose poem. The title of this poem is Home.
(2) Reciting prose poems
1. The teacher recited slowly and emphasized the key points. The teacher asked: What is the title of this prose poem? What do you hear from the poem?
2. The teacher read aloud while showing the teaching AIDS. The teacher asked: What did you hear in the poem? The child answered and the teacher showed the framework.
3. Look at this framework. Teachers and young students recite the full text of prose poems in front of their seats. Teacher: Now, will the children please recite this prose poem with the teacher? Be more careful about what you can understand, and less careful about what you can't understand.
4. The teacher reads the first half and the child reads the second half. Teacher: Now I'm going to ask the children to help me recite this prose poem. I'll read the first half and the children will read the second half, okay?
Boys read the first half and girls read the second half. Teacher: Now I'm going to invite boys and girls to come on stage and stand in two rows to recite this prose poem. Boys read the first half and girls read the second half. See who reads better.
All the children went to the stage to do actions and recite this prose poem. Teacher: Now I invite all the children to the stage to recite this prose poem. Would you please coordinate your movements while reading?
(3) Collective creation
Teacher 1: Today, we learned a nice prose poem called Home. Now we are going to create a new children's song. I have some headdresses here. Let's see what we have. Who wants to perform? There is one child left. Teacher, there are many homes here. Look at the blue sky and dense Woods. Please think about where your home is best for you, and you can't repeat it. Now I count from one to five. Please find your home as soon as possible. Now let's see whose home is the blue sky.
Recite new prose poems collectively.
The same headdress, ask different children to perform and find different homes. Teacher: I'll invite a few more children to perform. This time, you can find a different home. Who wants to perform? I'm going to count. Please find your own home. Recite new prose poems collectively.
The teacher concluded: Today, we only sorted out the second half of the poem, and I still have many headdresses here. We can go back to the classroom to continue performing and writing new poems, or we can make up the first half of the poem.