Language activity plan for middle class 1
Activity objectives:
1, understand the story, remember the main plot, and learn the simple dialogue of the characters initially.
2. I am willing to explore the reasons why the house is strong, knowing that it is not labor-saving to do things.
3, learn words: bump, fall to the ground, chimney, firewood, stove.
4. Encourage children to express their opinions boldly.
5. Guide children to learn in stories and games and realize life.
Activity preparation:
1, physical straw, wood, brick.
2. An operation diagram, a picture of a little black pig, a little white pig, a little red pig, a wolf, a straw house, a wooden house and a brick house.
3. The teacher used the big book "Piglets Build Houses"
Activity flow:
1, the teacher shows the real thing and talks with the children.
(1), let the children say the name of the object: "Look, what did the teacher bring today?"
(2) Guess: "If you build a house with these three materials, which material is the strongest?"
(3) Let's listen to the following story.
2. The teacher tells the story in combination with the big book, and helps the children understand the main plot of the story by asking questions, highlighting the different results of the wolf's three collisions with the house.
(1). What materials did the three little pigs choose to build their house? (Insert pictures of pigs and corresponding houses on the operation diagram)
(2) Beat the straw house: Which pig will the wolf eat first? Little black pig refused to open the door. What did the wolf do? Draw an arrow on the operation chart, learn the verb: bump, and let all the children follow the action. What was the result?
(3) The second collision with the wooden house: The little black pig escaped from the hut and shouted as he ran: The big bad wolf is coming, the big bad wolf is coming (let all the children follow). Where did the little black pig go? (In Little White Pig's cabin) Little White Pig won't open the door. What do wolves do? (Type it twice and mark two arrows on the operation chart) What's the result?
(4) Three-hit brick house: When the little black pig and the little white pig escaped from the wooden house, they ran and shouted: Wolf, Wolf (let the children talk), where are the two pigs? (Piggy's brick house) Piggy won't open the door. What do wolves do? (Type three times and draw three arrows on the operation chart) What's the result? There are three pimples on my head. Learn this word: stand firm and let all the children show it by action. )
(5) Eliminate wolves: wolves are very cunning. What does it see on the roof? (Learning word: chimney) What does the wolf do next? How do three wolves deal with the wolf (learning words: firewood, stove)
3. Analyze the materials used in the house to help children find the reason why the brick house is strong.
(1), teachers and students * * * count the times and results of the wolf crashing into the house three times. The teacher asked: Why did the straw house fall down and the brick house didn't fall down after being hit three times? Kindergarten houses are also brick houses. Let's push together The teacher and the students push the wall together, and then the teacher asks, "Are there any secrets hidden in these three materials?"
(2) Analyze the physical straw, wood and brick.
Let the children touch, pinch, weigh and express their feelings. Teacher's demonstration: break straw, nail wood and brick, and distinguish the hardness of the three objects. On the basis of the children's answers, the teacher concluded: "Of the three materials, straw is the lightest, wood is the heaviest and brick is the heaviest;" Straw is thin and soft and easy to break, wood is not easy to break, but it is very soft, and bricks are the hardest and strongest, so houses built with strong materials are strong. "
(3) Educating children to do things effortlessly.
Before building the house, the pig asked his mother: What will be used to build the house? What did mom say? From the pig mother's words, the pig knows that the brick house is the strongest, but why don't the little black pig and the little white pig choose bricks to build the house (straw and wood are lighter than strength)? As a result, it seems impossible to always think about how to save energy when doing things. Children think, what if the kindergarten is built of straw or wood? (The author of this article, Teacher Pan, first appeared in Baby Dragon. Childhood paradise. )
(4) If you want to build a house, what kind of materials will you choose? Remember how the pig built the brick house? Let's study together. (End of activity) Activity extension: Play the story recording room in the corner of the area, so that children can learn the dialogue between story characters.
Programme of activities in the language field of the middle class II
Design intent
In order to cultivate children's interest in literary works, learn to understand the characters in literary works and initially understand and imagine the plot of the story. Let children know the role and special skills of birds through literary works. So this teaching activity was designed.
moving target
1, likes to listen to literary works quietly,
2. On the basis of understanding the story, understand the functions and special skills of several birds such as woodpecker, owl and magpie.
Know how to help others when they are in trouble.
Activities to be prepared
1, story wall chart
Children collect pictures and books of all kinds of birds.
Activity process
First, the beginning part
1, the children sang many red apples on the tree and sat quietly in the classroom. Ask the children where the red apples grow. Show two apple trees and guide the children to observe and tell the difference between the two trees.
2. Guess what happened?
Who can cure this old apple tree?
Second, the basic part
1, children quietly enjoy the story "The little apple tree asks the doctor".
2. Ask questions to help children remember and understand stories.
(1) What is the name of the story?
(2) Who did the little apple tree invite to see her mother-in-law? Can they see her?
(3) Who will see Grandma Shu? How do woodpeckers treat their mother-in-law trees? Ask children to learn how woodpeckers catch insects.
(4) Who helped others in this story?
(5) Inspire children to talk about how to help others when they encounter difficulties.
The teacher told the story again to let the children know more about it.
4. Understand the special skills of birds.
(1) Children look at the wall chart and say that woodpeckers can catch bugs on tree trunks, magpies can catch bugs on leaves, and owls can catch voles.
(2) Guide children to tell pictures of birds they know and talk about bird skills.
5. Inspire children to think and communicate how to protect birds.
Third, the conclusion part.
The bird knows that the child likes it and loves it so much. They are very happy. They want to play games with the children. Let's learn from birds and fly out to play games together!
Activity expansion
In the performance area, play the story tape of "The little apple tree asks the doctor", so that children can try to choose their own roles to perform according to the story content.
Programme of activities in the language field of the middle class 3
Teaching objectives
First, we should be able to recognize people, heads and hands.
Second, we can accurately find out which words are person, head and hand, respectively.
Third, experience the joy of knowing words.
Teaching preparation
Full-length photos, beautiful boxes and cards
teaching process
First, import
Children, do you remember the happy clapping song we danced before? Help us stand up and dance to the music!
Second, introduce people, heads and hands.
So, kid, what parts of your body did you use in the process of dancing just now? Let's count from top to bottom! This is the boss. What is this? Little hands. Oh, and our bodies and your feet.
Ok, now follow the teacher and have a look. How to write the word head?
Third, know people, know heads and know hands.
Well, children, did you see it clearly? The word is, boss. Ok, now look carefully with your eyes. Guess what this word is! We used him when we were dancing just now (shaking hands with the teacher)
Oh, the children got it right. This is a hand. Now, we, the whole head plus your hands, plus our bodies, we make up our this? By the way, we are the people. Now let the teacher write Chinese characters.
Fourth, game integration.
Children, we know these three words, person, head and hand. Now let's play games with them!
Children, look what this is! Well, the middle is empty, a box. The teacher chooses some children. You come up and get the number box. Where are the children below us? Say a word casually, and the children above are framed in small boxes. Let's see which children frame quickly and well.
Play more games.
Ok, now let's play the next game. When the teacher counts to 123, the children will point out the body part represented by this word. For example, if we know each other, we will show our heads with our little fingers. If the teacher knows that person, we will turn around as a whole. Do you understand, children?
Five, the end
Oh, children, this class will be over soon. Did the children have fun with people, head, hands and three babies? Well, it's good to have fun, but it doesn't matter if you're unhappy. You can continue to play in the future. So now we children are holding hands and going for a walk outside together!
Programme of activities in the language field of the middle class 4
moving target
1. Knowing that you won't feel lonely with friends, you will be happy with friends.
2. Try to communicate actively and feel the significance of active communication.
3. Through the combination of language expression and action, fully feel the childlike interest of the story.
4. Cultivate children's habit of reading carefully, and stimulate children's reading interest through illustrations and pictures.
5. Guide children to learn in stories and games and realize life.
Important and difficult activities
Key point: I can read pictures and tell stories.
Difficulty: Feel the meaning of active communication in the story.
Activity preparation:
Material preparation: story PPT.
Experience preparation: Know what loneliness is.
Activity flow:
What is loneliness?
1. Children enjoy PPT "I don't want to be lonely" in an orderly way, and the teacher tells it completely.
2. Guide children to read PPT 1-4 again to understand the meaning of loneliness.
3. The boy with glasses said, When will you feel lonely? No children hold hands; No friends to play with, chat with)
4. Does the little boy like loneliness? Where did you see that he was unhappy?
According to the children's discussion, the teacher concluded that when I was lonely, I was not with my friends, but alone. Loneliness is like a kite, but it floats in the air empty.
(2) How can we not be lonely?
1. Guide children to appreciate PPT pages 5-7 again. The little boy doesn't like loneliness. What method did he come up with? How did he do it?
2. Children observe the details in the pictures. Did the boy with glasses go to play with his friends? What does he play with his friends? (talk to friends; Take out toys and play with friends; Seeing friends slide, swing and sit on the seesaw, boys with glasses also went to play together)
According to the children's discussion and the scene presented in the picture, the teacher concluded: If you don't like loneliness, take the initiative to shake hands with your friends and talk to them in a friendly way. Find friends to play with, and you won't be lonely.
(3) We are not alone.
1. If you see a lonely friend, will you take the initiative to hold hands with him?
The teacher plays a "lonely child", and the children take the initiative to hold the teacher's hand, talk or play with toys. "Lonely children" went from sad to happy, and finally everyone hugged and said, "It's good to be with friends!"
3. Teacher's summary: Loneliness can make people sad. We should make everyone and every child not lonely and sad.
4. Read "I don't want to be alone" completely again.
Let's go out and play hand in hand.
Activity reflection:
I don't want to be lonely is about a little boy with glasses coming to a new class. Facing the new environment, he felt lonely without children to play with and friends to talk to. Loneliness is like a kite in the sky. He only plays by himself. He doesn't like loneliness, so he decided to play with the children. He is very happy and has won friends.
The teacher's mood is very important. Don't worry, but control your peace of mind and don't rush for success. I think, if the child can't meet the teacher's requirements in a class in the future, don't force it, or design an activity that can make the child interested afterwards to make up for it.
Programme of activities in the language field of the middle class 5
Activity objectives:
1, let the children know the content of the story and tell the main plot of the story.
2. Improve children's language skills.
3. Educate children not to throw the skins and shells of melons and fruits, and further cultivate children's good behavior and living hygiene habits.
4. Guide children to learn in stories and games and realize life.
5, initially cultivate children's polite behavior.
Activity preparation:
a book
Activity flow:
First, introduce activities to arouse children's interest.
Teacher: Children. Look, what did the teacher bring? Yes! This is a watermelon. I tell you, there is a child named Guagua. Why Guagua? Do you want to know? Now let's listen together, shall we?
(Show the picture, the picture of the old woman wrestling) Q: Who is in the picture? How does she pull? How did this happen? (Encourage children to use their imagination boldly and express their ideas)
Second, the teacher tells the story completely. Ask questions:
1. What did you hear from the story?
2. Why do people call him Guagua?
3. Guagua: How does he eat watermelon? What did he do after eating watermelon?
4. What was the result?
Third, the teacher said it again completely. (Tell a story while looking at the picture) Question:
1. Did Guagua eat grandma's watermelon? Why?
2. Later, after grandma died, what did Guagua think? How did you do it?
Fourth, guide children to tell stories while looking at pictures.
Discussion on verb (abbreviation of verb):
Do you like eating melons? Why?
2. What would you do if you were a melon?
3. Show pictures about this. Guide the children to observe and say who is right in the picture. Who is wrong? What's the matter? What should I do? Teach children not to litter and be a clean and hygienic child. )
Five articles about the teaching activity plan in the language field of the middle class;
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★ Five planning schemes for language teaching activities in kindergarten middle classes.
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★ Program of teaching activities in the language field of kindergarten middle class
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★ 5 essays on teaching plans and reflections in the language field of the middle class.