Middle school Chinese activity teaching plan 1 Middle school Chinese activity: theoretical sentences (... in ...)
Activity design background
This is a language class, mainly to cultivate children's language expression ability. As most children in our class just entered the park this semester, quite a few children can't speak Mandarin, let alone express their wishes in Mandarin. Now children's language expression ability has been greatly improved, but there is still a certain lack of looking at pictures and speaking, so I designed this lesson. ...
moving target
1. Learn to say a complete sentence with the sentence pattern of "… in …".
2. Cultivate children's bold expression ability and learn to listen carefully.
3. Willing to speak in group activities.
Teaching emphases and difficulties
1. Learn to say a complete sentence with the sentence pattern of "… in …".
2. Cultivate children's bold expression ability and learn to listen carefully.
Activities to be prepared
Four wall charts.
Towels, toothbrushes, cups, schoolbags, etc.
All kinds of animal headdresses, music "I love my little animals" and "Now" are big names.
Activity process
First, listen to music to introduce topics.
1, teachers and children listen to music and do rhythm together.
The teacher asked, "What were we doing just now?" Lead to the topic
"... in ..."
3. Teacher: "Today, let's learn to say a complete sentence with the word" in ".
Second, look at the picture and speak.
1, guide children to observe the first wall chart carefully and say, what are the small animals doing? Let the children say a complete sentence with the sentence pattern of "… in …".
2. Put out the last three pictures one by one, and let the children continue to say a sentence with the word "in".
Let the children carefully observe the pictures arranged in the classroom and encourage them to describe what the small animals on the wall are doing with the sentence "… in …".
Third, the teacher and the child act out and say a sentence in the sentence pattern of "… in …".
1, the teacher plays music and dances. Children observe the teacher's performance and say a sentence in the sentence pattern of "… in …".
2. Let some children perform with towels, toothbrushes, etc., while others say a sentence with "……………" according to the content of the performance.
Fourth, children are free to choose their favorite animal headdress to do the corresponding action, and say a sentence with the sentence pattern of "… in …".
Verb (abbreviation of verb) summary.
Teaching reflection
Analysis: The children in the middle class are interested in novel teaching AIDS because of their age characteristics, and the quality of teaching AIDS is directly related to the class. At the same time, as long as teachers can effectively guide, children's language expression ability can be effectively improved. Through this teaching activity, I understand that in the teaching process, we should make full preparations and make novel teaching AIDS according to the age characteristics of children, and the teaching effect is still satisfactory.
Middle School Chinese Activity Teaching Plan Part II Activity Objectives:
1. Understand the content of the poem and learn the sentence pattern "Little leaves, changing and becoming ……".
2. Imagine boldly that you can imitate poetry through partial substitution.
3. Perceive the interest of poetry and be willing to express it boldly in front of the group.
Focus of activities:
Understand the content of the poem and learn "Little leaves, changing, becoming ……".
Activity difficulty:
The imitation of poetry can be achieved through partial substitution.
Activity preparation:
1. ppt of Xiaoye and Ant.
2. Some poems, pictures of leaves and ants.
3. Computer and TV
Activity flow:
First, introduce dialogue to stimulate interest.
1. Teacher: It's autumn, and leaves fall off the trees one by one. Look at that. (Looking at the pictures of fallen leaves) Let's study together.
2. Teacher: Xiao Ye has a good friend. Look who this is. (Show the little ant) Let's say hello to the little ant! What do you think will happen to the little ant and the little leaf? Children are free to discuss and guess.
3. Teacher's summary: It turns out that little ants are going to travel with little leaves. Let's see where they went!
Second, read the courseware and learn about poetry.
1. Put the first picture, the little ant crosses the river.
(1) Teacher: Where are the little ants and leaves? (By the river) But the river is so wide, how can the little ants cross it? Who will help him do something? (children guess)
(2) teacher: the child's method is very good. Look, the little ant took out a magic wand. This wand only works when you say a spell! Let's listen to what the little ants say! Small leaves, changed and changed, turned into a boat to take me across the river (read)
(3) Teacher: What did you hear? What did the ant say just now? The teacher and the children recited together: Little leaves, changing, turned into a boat to take me across the river.
(4) Teacher: Have you learned? Then let's make a change. (Click ppt) Is magic useful? A boat made of small leaves, the little ant really crossed the river.
2. Put the second picture, the little ant climbs the mountain.
(1) Teacher: The little ant crossed the river. He walked with little leaves. Where did he come from? The mountain is so high, how can the little ants cross it? Do something! What do you want to turn the leaves into to help the little ants?
(2) Teacher: Isn't it? Let's listen to the spell this time. Listen carefully, it turns out that the small leaves have become a magic carpet, helping the small ants climb over the mountain.
(3) (Guide the children to say together) Teachers and children together: Small leaves, changing, become a magic carpet that takes me across the mountains.
Are you ready? We are going to do magic again. (ppt) It's amazing. The magic carpet took the little ants over the mountain.
3. Play the third group of pictures. Little ants are hiding from the rain.
(1) Teacher: Little ants and little leaves climbed the mountain together, but it began to rain at this time. What do we do? How do small ants keep out the rain?
(2) Teacher: If you were a little ant, what would you turn the leaves into with your wand? What are you doing with an umbrella? What do you say about spells?
(3) Teacher: Let's talk about it together. Who wants to be a little magician?
(4) Teacher: It's amazing that little ants try to hide from the rain.
4. Put the fourth picture, the little ant is very hot.
(1) Teacher: The little ant saw something delicious. It wants them to go home for the winter. Oh, oh, this little ant is sweating a lot. It wants to ask Xiao for help. What will it become? Look what it has become. (showing pictures) How do you feel? How do you spell it? (Please guide the children to talk alone here, please 2~3)
(2) Teacher's summary: Little leaves, changing, become small fans to cool me down.
5. Play the fifth group of pictures. Little ants are sleeping.
(1) Teacher: Now the little ant wants to sleep, but it is very cold at night. If you were a little ant, what would you say to the wand? Who will try? First of all, mentally think about what to turn small leaves into to help small ants.
(2) Let the children say what this poem should say.
(3) Teacher's summary: Small leaves, changing and changing, become a quilt to give me warmth.
Third, fully appreciate and learn poetry.
1. Children recall poems.
Teacher: The little ant came back from a trip. What happened along the way? How is it solved? (According to the children's atlas) (The first child can use his own words) Who can learn the magical language of the little ant just now?
2. Teacher: Together, this is a beautiful poem "Little Ants and Small Leaves". Let's travel with the little ants.
3. Teacher: If you are a little ant, what do you think happened during the trip is the most interesting? To tell all of us.
Let the children choose their favorite atlas, talk about poetry and recall beautiful sentences in poetry.
4. Learn poetry completely again.
Teacher: Now, please recite this beautiful poem with the teacher.
Fourth, partial imitation and transfer of experience.
1. Teacher: During the journey, the little ant encountered many difficulties, such as crossing the river, climbing the mountain and raining. What other difficulties may the little ant encounter on the journey? How did he solve it? If you have a magic wand, what can you turn a small leaf into? How do you say it in magic language? Please discuss it with your good friend.
2. Teacher: Today, our children are very clever. They have thought of many good ways to help the little ants and solved many difficulties. The little ant wants to thank you, so go on a trip with the little ant to learn skills next time.
Attached poem:
Small leaves, changed and changed, turned into a boat to take me across the river.
Small leaves, changing, become a magic carpet to take me across the mountains.
Small leaves, changed and changed, turned into umbrellas to help me keep out the rain.
Small leaves, changing, become a quilt to warm me.
Junior high school Chinese activity lesson teaching plan 3 activity goal:
1. Understand and learn digital nursery rhymes, and learn to use quantifiers initially.
2. Feel the catchy rhymes and try to imitate them.
Activity preparation:
1. Create a background picture and a corresponding digital card corresponding to nursery rhymes.
2. Children are familiar with the habits and characteristics of common animals.
Activity flow:
First, understand and learn nursery rhymes.
(1) Understand nursery rhymes and show background pictures.
-There are peach trees, houses, bugs and pigs in the picture.
1. Teacher: Spring is here and the peach blossoms are in bloom. Who will live under the beautiful peach tree?
How many bugs are there? What are the bugs doing?
2. Teacher: How many little pigs are there? Look at these little pigs. This fat pig is called fat pig. How does fat pig sleep?
3. Teacher: There are bugs and pigs living under the peach tree. Who else will live?
How many brown horses are there? Add a Huang Ma. How many horses? What sound does a horse make when it runs?
4. Teacher: "Giggle, Giggle, Giggle", who is calling? How many hens are there? Here comes another one. How many hens are there? Hens lay eggs. What did it tell you?
5. Teacher: Where are 9 and 10? Who can find it soon?
How many pink peaches are there? How many crimson flowers are there? How many flowers are there in a box?
Teacher: It's really lively under the peach tree. The little animals all said, "My home is under the peach tree."
(2) Appreciate nursery rhymes.
Teacher: What's the name of nursery rhymes? What numbers are counted in this nursery rhyme?
Summary: There are ten numbers from 1 to 10 in this nursery rhyme, so this nursery rhyme is also called digital nursery rhyme. The first sentence is about counting the number of animals, and the second sentence is about the characteristics and skills of animals.
(C) nursery rhyme theory
1, clause theorist: Do you like this nursery rhyme? Which sentence in nursery rhymes do you like best?
2. Complete theory
(1) The theory of looking at pictures.
(2) Children speak rhythmically.
Second, try to imitate nursery rhymes.
1, Teacher: It's really lively under the peach tree. Who else wants to live? What are their characteristics and skills? Can you count it first, as in nursery rhymes?
2. The teacher asked 2-3 children to copy.
3. Summary: In addition to living under the peach tree, there will definitely be many small animals coming. Please count them and talk about them, and make a beautiful nursery rhyme for your brothers and sisters.
Use nursery rhymes: count.
One bug, two bugs, bugs like to drill holes.
Three pigs, four pigs, and the fat pig snores while sleeping.
Five horses, six horses, and the horses rattle when they run.
Seven chickens, eight chickens and hens cackle.
Nine flowers, ten flowers, under the peach tree is my home.
Junior high school Chinese activity lesson teaching plan 4 activity goal:
1. Understand the different uses of stories and animal tails.
2. Children boldly imagine and tell according to the content of the story.
3, like small animals, sprout the feelings of caring for small animals.
Activity preparation:
Story courseware, animal cards, exhibition boards
Activity flow:
First, dialogue import
Children, what do you hear from this song? What is the use of their tails?
Look at the pictures to further enrich the relevant knowledge.
Second, understand the content of the story
1. Enjoy the first part of the story "Who lost his tail".
What was the little monkey thinking when he found his tail? What will it do?
2. Enjoy the second part of the story
(1) Who did you meet on the way to find the owner of Little Tail? What did they say?
(2) Guide children to divergent thinking and speak boldly.
3. Appreciate the third part of the story and reveal the owner of the tail.
Third, game integration.
The monkey in the story is very enthusiastic, and all the children in our class love to help others. There are many small animals here who can't find their tails. Let's help them quickly.
Fourth, activity extension.
Why don't these animals have tails yet? Let's look outside.