Language teaching plan for middle class 1
Teaching objectives:
1, cultivate interest in reading picture books.
2. Stimulate imaginative thinking and cultivate oral expression and imagination.
3. Guide students to feel how friends give and receive love, and bravely express: "Because I like you, so ..."
4. Through the combination of language expression and action, fully feel the childlike interest of the story.
5. Understand the moral and philosophy contained in the story.
Emphasis and difficulty in teaching:
Teaching emphasis: In the process of reading The Wonderful Taste of Love, the guidance of reading methods should be infiltrated, so that children can learn to observe, expand their imagination and open their hearts in activities.
Teaching difficulties: guide students to read more from pictures and words in picture books, and learn to think and understand from reading.
Teaching preparation:
1, wonderful world picture book of love, PPT courseware, music, a bunch of flowers.
2. Picture: Frogs and Ducks.
3, headdress: frogs, ducklings.
Teaching process:
First of all, an exciting introduction.
1, students, the word "reading" is familiar to you. Who can tell me what extracurricular books you usually read?
In fact, you not only read a lot of extracurricular books with your eyes, but also read a lot of books with your ears? Do you remember the story you heard?
Some people say that books are a fascinating world. As long as people enter the world of books, they will have infinite wisdom. Want to be such a person?
In this lesson, let's walk into the world of books and picture books. Let's study together, make us happy and make us smart. Show the courseware "I read, I am happy, I am wise!" " "Please read it all.
Second, look at the cover and know the author.
1, look at the cover. Show the cover of the picture book "The Wonderful Taste of Love".
Who will read the topic? (refers to a famous school student who studies first and then studies together)
(2) What do you think of when you see the topic?
Step 2 know the author
This story is Max of the Netherlands. Vertius wrote it. Author introduction (Max. Versius is Dutch. He is considered as one of the greatest creators of children's picture books in the Netherlands. The series of picture books "Frog Frog's Growth Story" is his masterpiece left to the world, and is known as "the masterpiece of the stick figure world". )。
The teacher concluded: students, we can read the cover first, know the title and know the author as we do now.
3. Guess the hero's name. Show the frog pictures and ask the students to guess the names. The name of the frog written by the author is "Frog". Teacher's board: frog)
(1) riddle. The frog has several good friends. The teacher answers the riddle and asks the students to guess it.
Riddle: I don't wear a hat, I wear a white robe all over my head, I stretch my neck when I talk, I put on airs when I walk, my mouth is like a shovel, my feet are like a fan, I walk around without putting on airs. Ducks have long ears and short tails. They only eat vegetables and don't eat. (Rabbit) Eat, sleep, walk and hum. (pig)
4. Show the duckling the picture and guess the relationship between the frog and the duckling.
Let the students look at the pictures and say hello with "green, lovely" and "white, beautiful", such as "Hello, lovely green frog.
Do you want to be their good friends? If you want to be their friends, you can greet them with "green, lovely" and "white, beautiful".
Third, reading stories stimulates imagination.
1, the depression part of Flog. The story we are going to tell today is a picture story. Students can not only listen to the teacher's story, but also observe the relationship between the picture and the story, and guess the plot development of the story according to the picture content.
(The teacher begins to read the picture book 1 and Figure 2 with pictures. )
(1) Flog is in a trance. What happened to him? (Name 2-3 students)
(2) At this time, Flog met a pig. Think about what the pig said to him.
(Read what the pig said by name:)
(2) Frog met the rabbit at the rabbit's door. What will Frog say and what will the rabbit say? (Name 2-3 students) Read the part where Flog knows he is in love.
(3) What was Frogger's mood when he learned that he was in love? How did you do? Please guess.
Let the students guess, then the teacher shows the pictures and reads them with the text.
2. Frog Frog prepared a gift for the duckling. Teacher's summary: Just now, we read the front part of the picture book by reading aloud by the teacher and guessing pictures by the students, which gave full play to the students' imagination. Now let's look at the picture book and see who can guess the picture best. ) method: read the text first, then guess the picture and act it out.
(1) Displays paragraphs (paragraphs in picture books 10,1,12, 13, and 14).
(2) Let the students read first, and then let the students say the pictures they think of after reading.
(3) Wear headdress and perform the process of frogs giving gifts to ducklings. And use "Because Flog likes ducklings, so …" to say to ducklings.
3. Pay attention to the sadness of the frog after giving the gift.
(1) Show the paragraphs in Figure 15 and Figure 16 for students to read. Let the students think of themselves as protagonists, and the teacher will guide the students to express their thoughts through interviews. "Mr Frog didn't send a gift? Why are you still moping?
It will be sad to realize that love is given to others without return.
The frog didn't have the courage to tell the duckling that the gift was from him, but he was very sad because the duckling didn't know who sent it. For the sake of the duckling, Flog is determined to do something that others can't do. What is this?
(3) Let students guess boldly. (Students speak freely)
(4) Show the feeling of picture books.
4. Experience ducklings taking care of frogs.
(1) Did something happen to the frogman? How does the duckling treat him?
Let the students guess first, then show the passage and read it.
(2) Practice speaking with "Because ducklings also like ducklings, so …".
5. Listen to the end of the story.
Show the last picture and a paragraph in the picture book, and finally the little frog and the little duck are happy together. What do you want to say to them when you see this?
Sentence training: Frogs and ducklings are lovers.
Fourth, share the ending.
Do students like this ending? Frog and duckling are happy together. How will they live in the future? Please use your imagination to continue the ending.
Verb (abbreviation of verb) abstract
Love is one of the greatest emotions in the world. We live in a world full of love every day, including the love of parents, grandparents, teachers and good friends ... while accepting these loves, we should learn to give love and care for the people around us. Students try to do one thing, so that parents can feel your love for them.
The recommended picture book "Wonderful World of Love" is one of the series of frog growth stories. In addition to this, this series also has 1 1 book. Do you want to read it? Every story is very interesting. Go and find it quickly.
Chinese teaching plan for the second grade of junior high school
Activity objectives:
1, feel the happiness brought by the interaction between good friends.
2. According to your own life experience, come up with various ways for birds and mice to communicate and imagine the contents of the phone.
3. Listen to the story quietly, understand the content of the story, and be able to express your ideas boldly in front of the group.
Activity preparation: background map, morning glory, pictures of various small animals, bird and mouse brooch, and several building blocks.
Activity focus: Understand the story and feel the happiness brought by calling.
Activity difficulty: Willing to communicate with others by phone.
Activity flow:
I. Introduction:
Show the background picture and ask: What tree is this? (Children tell it with some nice words)
Second, tell the story in sections:
(1) The first part of the story: Think of various ways to make birds and mice communicate.
Question: Do you have any good ways to make birds and mice play together? According to the children's answers, guide them to ask which small animals and things need help and learn some good words. )
(2) Appreciate the second part of the story: understand the content of the story.
1, Question: What does the mouse think?
2. Learn the dialogue between the mouse and the bird.
Third, create a scenario: boldly imagine the content of the call.
(a) the bird is injured:
1, inspiration: What is the tone when mice and birds call? What is the expression? What would they say?
2. Children call in pairs: imitate the tone and expression of birds and mice on the phone.
(2) The birthday of the little mouse:
1. If you were a bird, who would you call? Say what?
Children boldly play different roles.
Fourth, appreciate the story completely. The teacher added some children's ideas in the second half of the story.
Attachment: Horn phone
A bird lives in a tall tree, and a little mouse lives under the tree.
The bird wants to play with the mouse, but his feathers haven't grown yet and he can't fly. The little mouse wants to play with the birds, too, but he can't climb trees.
The little mouse planted a morning glory under the tree.
Morning glory climbed and climbed to the bird's house. Morning glory is very long, and it has blossomed round and big.
The little mouse looked at the round and big morning glory and thought, How round and big morning glory looks like a telephone! Isn't this a twisted dry telephone line! With the phone, I can call the bird.
So the little mouse shouted to the morning glory, "Hello, I'm a little mouse." The bird replied in the tree, "Hello, little mouse, I'm a bird." The little mouse said, "Mom is not at home. I'm so lonely. Can you sing a song for me? " So the bird sang a song for the little mouse.
Middle class 3 language teaching plan
Activity objectives:
1. Understand the main content of the story and learn simple dialogues.
2. Learn to tell stories with expressions with the help of the teacher's voice and vivid animal images in the picture.
3. Experience the feeling that animals help each other and produce feelings of caring for nature.
4. Through the combination of language expression and action, fully feel the childlike interest of the story.
5. Understand the moral and philosophy contained in the story.
Activity preparation:
1, story map card.
2, small animal headdress.
Activity flow:
1, show the spring picture card and lead to the theme.
Teacher: Spring is coming. What flowers are in bloom? Besides them, there are other beautiful flowers in full bloom. Who are they? (apricot blossom, pear blossom) They slept all winter, thanks to their friends who woke them up. Let's help them find that friend!
2. Teachers guide children to look at pictures, listen to stories and think about problems.
For example, the teacher said, "Elephant, did you loosen the soil for us?" The teacher asked, "Is it an elephant loosening the soil?"
Is it mutton loose soil? What did the lamb say?
Is it the loose soil of woodpeckers and bees? What did they say?
3. The teacher tells the story completely and waits for the children to tell the story.
Teachers and children look at pictures together, try to tell stories and inspire children to name stories.
4. Ask questions to encourage children to enrich their stories.
Who else will loosen the soil for trees? If the children help the tree loosen the soil, will you? How will you loosen the soil?
5. Live stories.
Assign roles to children, put on headdresses and act out stories.
Attached story:
Who loosened the soil?
In spring, apricot trees have pink flowers. Pears have white flowers. How beautiful the fields are.
Apricot tree asked: "pear tree, we have such beautiful flowers, how can we thank our friends who have loosened the soil for us?" Who is this friend? "
Unable to answer, the pear tree asked the elephant, "Did you loosen the soil for us?" The elephant said, "I can water, but I can't loosen the soil." Ask other friends! "
The pear tree asked the lamb, "Did you loosen the soil for us?" The lamb said, "I can only pull weeds, but I can't loosen the soil."
The pear tree asked the woodpecker, "Did you loosen the soil for us?" Woodpecker said, "I can catch pests and cure trees, but I can't loosen the soil."
The pear tree asked the little bee again. The little bee said, "I can only collect honey and pass pollen, but I can't loosen the soil."
So who loosened the soil for pear trees and apricot trees?
At this time, an earthworm emerged from the soil. The elephant said, "Oh, I remember! It is this friend who gave you loose soil. "
Apricot and pear trees thanked the earthworm and scattered petals on the ground to express their gratitude to the earthworm.
Language teaching plan for middle class 4
Activity objectives:
1, learn nursery rhymes and understand nursery rhymes.
2. Enrich children's knowledge and guide them to imagine and create boldly.
3. Understand the content of children's songs and enrich related vocabulary.
4, boldly participate in the discussion, clearly express their views and ideas, and open up different thinking.
Activity preparation:
Footprints of theme trees, pictures of chicken (duckling, puppy, child) footprints, etc.
Activity flow:
1, lead in and lead out children's songs.
Key question: Do you know what the feet of animals look like? Who wants to talk to us?
Summary: Animal feet are long and short, which is different from our feet, not necessarily five toes.
Key question: Do you know what animal footprints look like?
Summary: There are all kinds of animal footprints, big and small, and each one is different.
2. Learn children's songs and play courseware.
Key question: What animal footprints are mentioned in children's songs? Are their footprints the same?
Summary: Children's songs mentioned the footprints of chickens, ducklings, puppies and children.
3. Learn nursery rhymes completely
Key question: What does a chicken's feet look like running around?
Puppy's feet, running around, like what?
Duck's feet, running around, like what?
Children's feet, running around, like what?
Summary: chicken feet are like bamboo leaves;
Puppy's feet are like plum blossoms;
Duckling's feet are like small fans;
Children's feet are like small trees.
Step 4 imitate children's songs
Teacher: What other small animal footprints are there? Running around like what?
(Encourage children to use their imagination and create boldly)
For example: frogs, caterpillars and so on.
5. Performance: Footprint
Rules are implemented according to their own creative content.
Attached; Footprints of children's songs
Chicken feet, sharp, running around, bamboo leaves scattered all over the floor.
The puppy's feet are round, running around, and plum blossoms are everywhere.
The duckling's feet are flat and running around, and small fans are everywhere.
Teaching reflection:
This text permeates the common sense that small animals have different footprints in nature with vivid stories, aiming to make children interested in different footprints of animals through this text. In this class, I haven't learned enough about the common sense of "different footprints", but I have arranged all kinds of boring oral training for first-grade children in the teaching process. Moreover, although it seems that there are many training points, the training objectives have not been fully achieved because the special situation of our class has not been fully considered. If we can study the teaching materials more deeply and create situations to teach according to the real situation of children, maybe the teaching effect will be better.
Language teaching plan for middle class 5
Activity objectives:
1. Listen to the story carefully, understand the content of the story, like crabs and have the interest and desire to further explore crabs.
2. Understand crabs, know their basic characteristics, and know that crabs have the function of regeneration.
3. Guide children to use all kinds of words creatively and express their thoughts and feelings boldly and clearly.
4. Be able to listen to the story carefully and understand the main line of the story.
5. Guide children to learn in stories and games and realize life.
Activity preparation:
1, wall chart
2. Crab
Activity flow:
First, observe crabs and arouse interest.
1, the teacher showed the crab: Today the teacher brought you something very interesting, look! What is this?
Child: Crab.
2. Children observe crabs independently.
I ask the children to keep their eyes open and see what secrets you can find about crabs. How many legs does a crab have? What are the characteristics of its legs? What are its eyes like? How does it walk? ).)
3. Divide children into four groups and provide tools such as chopsticks for children to observe independently. Children can discuss with each other and teachers can guide them.
4. Focus on the children and discuss: What secrets have you discovered about crabs?
Just now, when the children were observing the secret of the crab, they found that one leg of the crab was broken. Why is this? What's wrong with this little crab?
Second, look at the picture.
1, display the picture (1~5)
Why did the little crab's leg break? Let's look at these pictures.
Children can look at pictures and discuss with each other.
3. What don't you understand?
Third, understand the meaning of the picture.
1. Listen to the story with pictures.
2. Ask questions to help children understand the pictures.
(1) Why did the little crab break its leg? What happened?
(2) Who does the little crab go to? Did Dr. Rabbit attach his broken leg? Why?
What did Dr. Rabbit say?
Let children learn the language of rabbits.
(3) Who did the little crab find? What did the goat doctor say? Did the goat doctor cure the broken leg of the little crab? How do you know (where did you see it)?
Let the children learn the language of the goat doctor.
(4) Who does Scarab suggest the little crab find? What did the gecko say?
Let children learn the language of gecko.
3. Teacher's summary: It turns out that crabs have a skill. When it is caught by the enemy and its claws are unable to deal with the enemy, it will break the enemy's grabbed feet and then run away. After a few days, the crab will grow a new leg from the broken place. This skill of crab is called "self-cutting", which is the result of its long-term adaptation to the complex external environment.
Fourth, appreciate the story.
1. Listen to the story with pictures.
2. What secrets have we discovered about crabs through this story?
Children: self-cutting ability (with regeneration function. )
Fifth, the activity is over.
Teacher: Just now, we discovered many secrets of crabs. Let's go back and have a good look and find out if there are any crab secrets we don't know.
Five articles about reference cases of Chinese teaching plans in middle schools;
★ There are 5 reference model essays for teaching plans in the language field of the middle class.
★ There are 7 reference cases of teaching plans for open classes in kindergartens.
★ Five selected Chinese teaching plans for middle class in kindergarten.
★ Five model essays selected from the teaching plan in the Chinese field of the middle class.
★ There are 5 model essays in the teaching plan of the Chinese language field in the middle class.
★ The latest five-language teaching plan design for kindergarten middle class.
★ Choose 5 Chinese teaching plans for small classes in kindergartens.
★ There are 7 excellent cases of teaching plans for open classes in kindergartens.
★ The latest excellent case of teaching plan in Chinese field of middle class.
★ Teaching plan in the language field of kindergarten middle class