The early childhood education stage is a critical period for children to develop language. Therefore, as early childhood educators, we should focus on cultivating children’s language skills, laying the foundation for children to better communicate with others and master language expression skills in the future. Base. The following is a program of language activities for middle school students that I have carefully collected and compiled. I will share it with you for your enjoyment.
Middle class language field activity plan 1
Activity goals:
1. Let children experience the fun of stories and be willing to listen to them.
2. Let children know that there are four seasons in a year (spring, summer, autumn and winter).
3. Children can perform roles and tell stories.
Activity preparation:
One picture each of spring, summer, autumn and winter scenery, a picture of a mother snail and a baby snail, and an accompanying music CD
Activity process:
1. The teacher tells the story "The Little Snail Seeks the Four Seasons" with music to music
Question: Who is the story about?
2. The teacher shows the picture of the snail and follows the order Show pictures of the four seasons and tell the story again
Question: When spring comes, what does the mother snail say to the little snail?
What does the little snail do after listening to its mother?
p>3. The teacher guides the children to tell the story together.
4. Let children know the four seasons of spring, summer, autumn and winter
① Game: Guess the Four Seasons
② Game: Word Baby Find the Four Seasons
Teacher summary: There are four seasons in a year, they are spring, summer, autumn and winter.
5. The teacher guides the children to tell and perform stories in different roles.
① Individual children perform and tell.
② Children perform and tell in groups.
6. Children name the stories
7. Activity evaluation
Middle class language field activity plan 2
Teaching material analysis: < /p>
The fairy tale "Morning Telephone" has a wonderful and unique imagination, vividly portraying two neighbors who live on and under a very tall tree and want to play together. The storyline of this activity is simple, full of childlike interest and fantasy, with vivid and prominent images, which can easily arouse children's interest in learning and is in line with children's age and existing experience.
Activity goals:
1. Children understand the content of the story and can express their ideas boldly and clearly in language.
2. Feel the love between small animals and between yourself and your companions.
Focus: Express your ideas boldly and clearly.
Difficulty: Experiencing the emotion of caring for each other.
Activity preparation:
1. Story CD.
2. ppt.
3. Paper cup phone.
Activity process:
1. Birds and voles
1. Show ppt1, what do you see?
2. Can the bird and the field mouse play together? Why?
3. Can you help the bird and the field mouse find a way?
4. Can you help the bird and the field mouse play together? The little field mouse has come up with so many ways, and the little field mouse has also thought of a good way. What is it? Let's take a look. Show ppt2-3.
5. What is the little field mouse doing? What is it planting? What does the morning glory look like?
6. What solution did the little field mouse come up with? Let’s continue to listen together.
Teacher: By playing the courseware, guide the children to carefully observe the content of the picture and consciously ask questions based on the content of the story.
Young children: Under the guidance of teachers, boldly imagine helping the birds and voles solve problems.
2. Morning Telephone
1. Show ppt4.
2. If you were a little vole, how would you call the bird?
3. What would the little vole say first?
4 , how did they make the call? Please continue to listen.
5. How did the little vole ask? How did the bird answer? What else did they say?
Teacher: Guide the children to imagine that they are the little vole. Identity and birdie call.
Young: Play the role of a little vole and try to make a phone call with the bird.
3. Listen to the story in full
The name of such an interesting story is "The Morning Telephone". Let's listen to it in full again.
4. Making phone calls
1. With the morning glory phone, the bird and the little field mouse can make phone calls every day. I am so happy. Today I also brought a phone to call with the children.
2. Please use the paper cup phone to whisper with your friends.
Teacher: Consciously guide children to use paper cup phones to whisper with their partners.
Young children: Pairs of children use paper cup phones to communicate.
Middle class language field activity plan 3
Activity goals
1. Know that you will not feel lonely when you are with friends, and you will be happy when you are with friends.
2. Try to communicate actively and feel the meaning of active communication.
3. Fully experience the childishness of the story through the combination of language expression and action.
4. With the help of pictures and texts, and mainly in the form of pictures, cultivate children's habit of reading carefully and stimulate their interest in reading.
5. Guide children to learn and understand life through stories and games.
Important and difficult points of the activity
Key points: being able to tell stories by looking at pictures.
Difficulty: Feel the meaning of active communication in the story.
Activity preparation:
Material preparation: Story PPT.
Experience preparation: Know what loneliness is.
Activity process:
(1) What is loneliness
1. Children appreciate the PPT "I Don't Want to Be Lonely" in an orderly manner, and the teacher tells it in full.
2. Guide children to read PPT pages 1-4 again to understand the meaning of loneliness.
3. The boy wearing glasses said, when will he feel lonely? (No children to hold his hand; no friends to play or talk with)
4. The little boy likes Is he lonely? How can you tell that he is unhappy?
5. Based on the discussion of the children, the teacher concluded: When you are lonely, you are not with friends, but just by yourself. Loneliness is like a kite, only itself is floating empty in the sky.
(2) How to not be lonely
1. Guide the children to appreciate PPT pages 5-7 again. The little boy does not like to be alone. What methods did he come up with? How did he do it?
2. Children observe the details in the picture. Did the boy wearing glasses go to play with his friends? What did he play with his friends? (Talk to friends; take out toys to play with friends; see your friends sliding on slides, swinging, or sitting on the seesaw, and the boy wearing glasses also went over to join them) Play)
3. Based on the children’s discussion and the scene presented in the picture, the teacher concluded: If you don’t like being alone, then take the initiative to shake hands with friends, talk to them friendly, and find friends to play with. Will be lonely.
(3) We are not alone
1. If you see a lonely friend, will you take the initiative to hold hands with him?
2. The teacher plays the role of " "Lonely child", children take the initiative to hold the teacher's hand, talk, or play with toys. The "lonely children" went from sad to happy, and finally everyone hugged each other and said: "It's great to be with friends!"
3. Teacher summary: Loneliness makes people sad, we must make everyone Children are not lonely or sad.
4. Read "I Don't Want to Be Lonely" in its entirety again.
5. Let’s go out and have fun together holding hands.
Reflection on the activity:
"I Don't Want to Be Lonely" is about a little boy wearing glasses who comes to a new class and faces a new environment. There are no children to play with, no When my friends talk to me, I feel very lonely. Loneliness is like a kite in the sky, and I am the only one playing with it. He didn't like being alone, so he decided to find children to play with. He gained happiness and friends.
The teacher's mood is very important. Don't be anxious. You still need to control your calm attitude and don't rush for success. I think that in the future, if a child cannot meet the teacher's requirements in a classroom, do not force the child to do so. Instead, he or she should design an activity that interests the child afterwards to make up for it.
Middle class language field activity plan 4
Teaching objectives:
1. Cultivate interest in picture book reading.
2. Stimulate imaginative thinking and cultivate oral expression and imagination abilities.
3. Guide students to understand how to give and receive love between friends, and be able to express it bravely: "Because I like you, so..."
4. Pass The combination of language expression and action fully feels the childishness of the story.
5. Understand the moral and philosophy contained in the story.
Teaching focus and difficulty:
Teaching focus: Incorporate reading method guidance in the process of reading "The Wonderful Taste of Love", so that children can learn to observe, expand their imagination, and open their hearts during the activity.
Teaching difficulties: Guide students to read more content from the pictures and words in picture books, and learn to think and comprehend from reading.
Teaching preparation:
1. A picture book "The Wonderful World of Love", PPT courseware, music, and a bouquet of flowers.
2. Pictures: frogs and ducks.
3. Headgear: frog, duck.
Teaching process:
1. Introduction of excitement
1. Students, the word "reading" is not unfamiliar to you. Who knows? Can you tell me what extracurricular books you usually read?
2. 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 still remember what stories you have heard?
3. Some people say that books are a world full of charm. Anyone who enters the world of books will have infinite wisdom. Do you want to be such a person?
4. In this lesson, let us enter the world of books and picture books together. Let us read together, make us happy and make us wise. Show the courseware "I study, I am happy, I am wise!" and ask students to read it together.
2. Read the cover and get to know the author
1. Read the cover. Show the cover of the picture book "The Wonderful Taste of Love".
(1) Who will read the title? (Refers to a student reading it first, then reading together)
(2) What will you think of when you see the title?
2. Get to know the author
This story is about Max from the Netherlands. Written by Wiltius. Introduction to the author (Max. Versius is a Dutchman. He is considered to be one of the greatest creators of children's picture books in the Netherlands. The series of picture books "Frog's Growth Story" is his "swan song" to the world. The work is praised as "a masterpiece in the world of simple drawings.").
Teacher summary: Students, when we usually read, we can start by reading the cover, getting to know the title of the book, and getting to know the author as we do now.
3. Guess the protagonist’s name. Show the frog picture and ask students to guess the name. (The name of the frog described by the author is "Frog". Teacher's board: Frog)
(1) Guess the riddle. Frog has several good friends. The teacher gives the answer to the riddle and asks the students to guess the riddle.
Riddle: No hat on his head, all in white robes, he stretches his neck when talking, walks with airs, his mouth is like a small shovel, his feet are like a small fan, he walks side to side, not airs. (Duck) has long ears and short tail. It only eats vegetables and does not eat. (Rabbit) sleeps when it is full and hums when walking. (Pig)
4. Show the picture of the duck and guess the relationship between the frog and the duck.
5. Let the students look at the picture and say hello to them with "green, cute" and "white, beautiful", such as "Hello, cute green frog.
Do you want to be their good friends? If you want to be their friends, you can say hello to them with "green, cute" and "white, beautiful"
3. Read the story and stimulate imagination.
1. The depressed part of Frog The story we are going to tell today is a picture story. In addition to listening to the teacher telling the story, students can also observe the pictures and the relationship between them. The connection between the story and the plot development of the story can also be guessed based on the content of the pictures
(The teacher begins to read the content of Figures 1 and 2 of the picture book aloud)
(1) Flo. Frog was in a daze, what happened to him? (Name 2-3 students)
(2) At this time Frog met Piggy, think about what Piggy said to him ?
(Read what the little pig said by name:)
(2) Frog passed by the door of the hare’s house and met the hare. What would Frog say, and what would the hare say? What? (Name 2-3 students to say) Students read the part about Frog knowing that he is in love
(3) When Frog knew that he was in love, what was his mood like? And What is the performance? Ask the students to guess.
After letting the students guess, the teacher will show the picture and read the text.
2. Frog the Frog is ready for the children. The part about the duck gift. (Giving love) (Teacher’s summary: Just now we read the first part of the picture book using the method of the teacher reading aloud and the students guessing the pictures by looking at the pictures, which gave full play to the students’ imagination. Now let’s read the picture book. See who can guess the picture best. ) Method: Read the text first, then guess the picture, and act it out.
(1) Show the text paragraphs (Picture 10, Picture 11, Picture 12, Picture 13). (Picture 14 passage)
(2) Ask students to read it first, and then ask them to say what pictures came to mind after reading it?
(3) Put on a headdress and perform Froggy. The process of Frog giving a gift to the duckling. And using "Because Frog likes ducklings, so..."
3. Pay attention to what happened after Frog gave the gift. Sad.
(1) Show the passages in Figures 15 and 16 for students to read. Let the students think of themselves as the protagonists, and the teacher uses the interview method to guide the students to express their inner thoughts. Didn’t you give out the gifts? Why are you still unhappy?
This makes you realize that it would be sad if love is given to others without being reciprocated.
(2) Frog did not have the courage to tell the duckling that the gift was from him, and he felt sad because the duckling received the gift and did not know who sent it.
For the duckling, Frog is determined to do something that others cannot do. What is it?
(3) Let students make bold guesses. (Students speak freely)
(4) Show your feelings about the picture book.
4. Experience the part where the duck takes care of Frog.
(1) Frog had an accident? How did the duck treat him?
Let students guess first, and then show the passage to read.
(2) Practice speaking with "Because ducklings also like ducklings, so...".
5. Listen to the end of the story.
Showing the last picture and paragraph of the picture book, the little frog and the little duck are finally together happily. Seeing this, what do you want to say to them?
Sentence training: The frog and the duck are a pair of () lovers.
4. Share the ending.
Do students like this ending? (Speak by name) Frog and Duckling are happily together. How will they live in the future? Please use your imagination to continue to write the ending.
5. Summary
Love is one of the greatest emotions in the world. We live in a world of love every day, with the love of parents, grandparents, teachers, and good friends... While receiving this love, we must learn to give love and learn to care for those around us. people. Students, try to do one thing to let your parents feel your love for them.
The recommended picture book "The Wonderful World of Love" is a book in the Frog the Frog growth story series. In addition to this one, there are 11 other books in this series. Do you want to read them? Every story is interesting, so go and check them out.
Middle class language field activity plan 5
Activity goals:
1. Understand the principles of being civilized and polite.
2. Learn to use different voices and tones to perform the plots of children's songs.
Activity preparation:
1. Experience preparation: Children already know the civilized etiquette of knocking on the door.
2. Material preparation: Grandma, Thunder Father, headdress of woodpecker, sounds of woodpecker and Thunder Father.
Activity process:
1. Introduction to finger games
(1) Play red and yellow finger games with children.
(2) Question: How did Hong Hong knock on the door when he arrived at Huang Huang’s door? (Dong dong dong) How do you usually knock on the door?
(3) Guidance Let the children talk about the polite way to knock on the door and the impolite way to knock on the door.
2. Teachers demonstrate reading aloud
(1) Teachers demonstrate reading aloud, emphasizing that regular children listen carefully.
(2) Ask questions before reading aloud: Who is in the story? What happened? It is more purposeful for children to listen to children's songs with questions.
(3) Question: How do you knock on the door when pretending to be Mr. Thunder and pretending to be a woodpecker? (Children knocking on the table) Which method of knocking do you prefer? Who does grandma open the door to in the end? Why?
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3. Children learn to recite. Guide children to use different voices and tones to learn to recite children's songs.
Questions:
(1) What does the sound of Thunder Father sound like? (Very loud). What does the sound of a woodpecker pecking a tree sound like?
(2) ) What kind of voice and tone should be used when reading the paragraph "I pretend to be Thunder Father"? (The tone is very urgent, and the "boom boom boom" is very loud when knocking on the door)
(3) What kind of voice and tone should be used when reading "I pretend to be a woodpecker"? (The tone is softer, and the "tuk-tuk-tuk" sound is softer when knocking on the door)
4. Children understand Different attitudes and effects before and after the character: When I pretended to be a "bombardment" when I pretended to be a "bombardment", my grandma opened the door? When I pretended to be a woodpecker "knocking on the door, did my grandma open the door? Why?
5. Organize children to perform "Thunder Father and the Woodpecker" in groups, so that children can further experience the work.
(1) The teacher acts as a grandma, the children in the class act as children, and the table acts as a door, allowing the children and the teacher to read and perform together.
(2) Children perform in groups, the first group performs "Thunder Father", the second group performs "Woodpecker", and the teacher plays grandma
6. Summary: We are living Children should knock on the door gently and politely like a woodpecker. In daily life, they should not only knock on the door politely, but also be a civilized and polite child at all times.
Activity extension:
(1) Throw the headdresses of Thunder Father, Woodpecker, and Grandma in the performance area to encourage children to perform children's songs.
(2) Inspire children in daily life to learn to be civilized and polite like the woodpecker.
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