Teaching plan for Chinese activities in large classes 1 activity objectives:
1, guide children to feel the beauty of artistic conception and rhythm of prose.
2. Inspire children to imagine and imitate boldly with life experience.
3. Stimulate children's feelings of loving nature and caring about things around them.
4. Willing to appreciate prose and feel the beauty and humor of prose language.
5. Cultivate interest in literary works.
Activity preparation:
1, a map.
2. Little flowers, mother butterflies, raindrops, etc.
3. Music tapes.
Activity flow:
1, import activity
Do you like rain? Why?
Step 2 appreciate prose
(1) The teacher reads the prose with emotion while operating the butterfly to refer to the couple.
② Question: Does Xiaohua like rain? Why? How about Xiaoyu singing?
③ The light rain rustles, jingles, creaks and clicks. What do you think the light rain is doing?
④ Use atlas to understand the content of prose. Q: Why did Xiaohua hear the rustling sand and guess that it was the light rain in the forest playing with the leaves? Ding Ding Ding, Zhi Zhi and Da Da, what was Xiao Yu doing at that time?
⑤ The teacher holds Xiaoyu's finger and imitates different rain sounds. Let the children tell what Xiaoyu is doing according to the content of the prose.
3. Learn to imitate.
(1) Outside the window, the light rain is still singing softly, and inside the room, Xiaohua is still listening quietly. What else will Xiaohua hear? What was Xiaoyu doing then?
Go to the window with the children to listen to the rain.
3 imitate with children. Such as: "Knock, knock, knock, and then the light rain drums on the road", "Gnome male-",that's light rain licking the feet of children "and so on.
(4) The teacher recited the prose completely and added the content imitated by children.
4. Games: Xiao Yu and XX
In music, children can imagine themselves as flowers, grass, stones, houses and other favorite objects, and express their relationship with Xiaoyu with body movements according to the rhythm.
Activity reflection:
When cultivating children's language, we should grasp the reality of each child, master the rules of children's language learning, train and exercise in a planned way, let children watch, listen, speak and practice more, cultivate good language habits and create a good language environment, then children's language will certainly develop healthily.
Teaching plan for language activities in large classes Part II Activity objectives:
1, initially perceive and understand the prose "Where is the Wind" and learn to read it in a beautiful voice.
2. Imitate poetry according to life experience and picture tips, and explore how to express poetry with actions, postures and expressions.
3. Express your feelings boldly and try to be consistent and coordinated with your body when reciting.
Activity preparation:
Courseware "Where is the Wind", some trees, flowers, grass brooches, computers and tapes.
Activity flow:
First of all, talk about introduction.
1, Teacher: Little friend, the teacher brought you something today. Let's see what this is and why the windmill has turned. Where is the wind? The windmill said that when my wheel turns gently, the wind is blowing.
2. The teacher guides the children to answer the teacher's questions.
Second, appreciate the prose poem "Where is the Wind"
1. Appreciate prose poetry for the first time and ask questions.
Teacher's question: This prose poem is beautiful. Who can tell me its name? Who was that in the prose poem just now?
2. Appreciate prose poetry for the second time.
Ask questions and guide children to say the words of tree, flower and grass completely.
Third, teachers and children recite poems with emotion.
1, the child learns prose poetry for the first time.
The children read prose poems in unison.
2, the second time children consolidate the study of prose poetry.
Fourth, teachers create situations and recite dialogues in different roles.
Children listen to the tape and recite prose poems in groups.
Fifth, look at pictures and write poems.
1, using courseware pictures, the teacher guides the children to write poems.
2. Ask children to recite poems (including poems) with emotion, and the teacher will record them and appreciate them.
6. Brief introduction of wind disaster.
Activity expansion:
Let's go out and look for the wind.
The Design Intention of Teaching Plan 3 for Language Activities in Large Classes;
Children in large classes have a comprehensive understanding of animals. In addition to telling their characteristics and imitating the shapes of animals, they can also be described in very professional terms.
However, children are not very interested in understanding simple and routine animal language activities, so I use a certain feature of animals to let children guess and keep guessing.
In speech imitation activities, children not only get happiness, but also learn skills in games. It is pointed out in the outline that teachers should create a free and relaxed language communication environment for children.
Hold, encourage and attract children to talk with teachers and peers and experience the fun of language communication. So, I designed this activity.
Goal:
1. can make correct judgments according to the colors and characteristics of animals.
2. Be able to describe animal features in accurate and complete language.
3. Willing to imitate boldly in front of the group
Key points:
Can make correct judgments according to the colors and characteristics of animals.
Difficulties:
Can accurately and completely describe the characteristics of animals.
Prepare:
Whiteboard courseware
Process:
I. Import activities
Teacher: We have been together for almost three years. Are you familiar with each other?
Teacher: Today, I'm going to test whether you can guess your partner by the sound.
Teacher: Let's play a game together. The name of the game is guess who I am.
Second, the activity process
1. Tell me about the small animals you know according to different scenes.
Teacher: I brought a magical picture today, but this picture is hidden. How can we show it?
Teacher: What scenes are there in the picture?
Teacher: Who wants to talk about the small animals in these scenes?
Teacher: It seems that our children still know a lot about animal friends. Then, these little animals also want to play a game with our children. You are willing to accept the challenge.
Really?
Teacher: Let's go into the picture book and guess who I am.
(1) blue whale
Teacher: Huh? What is this? What animals live in the sea?
Teacher: He said: I have another feature. I am the biggest animal on earth. Do you know who he is now? (blue whale)
Teacher: You guess it's a blue whale. Let's see if it is him! (The child is right, praise it at the right time)
(2) Elephants
Teacher: Huh? What is this? (jigsaw puzzle)
Teacher: Who can spell it into a small animal?
Teacher: Look, who is he? (Elephant) Great! Who can talk about the characteristics of elephants?
Teacher: Who can imitate an elephant?
(3) Polar bears
Teacher: Guess, where is this? Who will live here? (polar bear)
Teacher: What are the characteristics of polar bears?
Teacher: Can we perform in front?
(4) the lion
Teacher: Listen! Whose roar is this? (ahhh)
Teacher: Some people say tiger, others say elephant! Let's see who he is.
Teacher: Who knows more about lions?
Teacher: Who can boldly imitate the king of the jungle?
(5) orangutans
Teacher: Look, what color is this little animal's body? (orange-red)
Teacher: Guess who he will be.
Teacher: He is an orangutan. Who wants to imitate him?
(6) Fox
Teacher: What's this?
Teacher: Who can he be? Who will help me get rid of these flies?
Teacher: It's a fox! Boy, what a good guess! Who can talk to the fox he knows?
(7) Frogs
Teacher: The last one is my question. Guess who he is?
Teacher: Oh, it's a little frog! Who knows little frogs better?
Teacher: Who wants to imitate this little frog?
Third, the ending of Love Zoo
Teacher: Since children are so familiar with animals, let's play the game Zoo of Love!
Teacher: I asked three children to be tourists with me, others to be small animals, and the small animals arranged their own movements. Let's guess.
Teacher: Now the animals are ready! The game is on!
Activity reflection:
In this language activity, I didn't directly let children share the characteristics of animals one by one, but let children guess small animals in the form of whiteboard. The children are still very interested.
In the process of operation, children can express their opinions. For example, some children don't speak completely. I didn't tell them directly what these small animals should do, but asked another one.
In this way, I give full play to the principle of taking children as the main body and let children master knowledge in watching, speaking and imitating. However, this activity also has some shortcomings.
That is, I didn't do the whiteboard software skillfully in advance, and I accidentally made a mistake when the child was not careful. I should actually redo the operation on the spot to let the children pass the puzzle more intuitively.
Look at what little animal it is.
Teaching plan for language activities in large classes Part IV Activity objectives:
1, understand the life of primary school students and sprout their yearning for primary school life.
2, nostalgia for kindergarten life, cherish the time in the park.
3. Cultivate children's ability of observation and comparison.
4. Let children feel happy and fun, and learn knowledge unconsciously.
5. Explore and experiment to stimulate children to explore actively.
Activity preparation:
1. Collect photos of younger brothers and sisters who just graduated from kindergarten in primary school.
2. Calendar.
Activity flow:
1. Show me the photos of my brother and sister's activities in primary school.
Q: Do you know them? Where is this? What are they doing? how do you know
2. Take out the almanac and count it for the children.
Discussion: (1) How many days before we leave the kindergarten? How do you feel in your heart?
(2) What is your most unforgettable thing about kindergarten?
(3) What can we do in the next few days to leave a wonderful souvenir for the kindergarten?
3, stimulate the desire to be a primary school student.
(1) What do you mean by the days circled in red on the calendar? (September 1)
(2) Continue to observe the photos of younger brothers and sisters' primary school activities.
Learn more about primary school life.
4. Organize discussion and experience the feeling of being a primary school student.
Provide the content of the discussion, and then let the children choose and answer.
(1) Experience the difference between kindergarten life and primary school life.
(2) Tell me which primary school you want to go to?
(3) How do you plan to become a pupil?
Activity reflection:
Through this activity, children have a more real and objective understanding of the upcoming primary school life. They may still have a psychological gap in reality and may not be fully prepared. However, through this activity, children can accumulate as much experience as possible about primary school life, which will help them adapt to primary school life and prepare mentally and physically for school.
In children's minds, primary school life is brand-new, indeed. Through their summary and discovery, they did find many places different from kindergartens. What touched them most obviously was the content, sitting posture and study habits of primary school students. However, visiting activities seem to be very beneficial for children to fully understand primary school life.