Language activity plan for middle class 1
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.
A morning glory connects two homes, a bird and a mouse, whispering to each other every day.
Continue the story according to the children's answers.
Programme of activities in the language field of the middle class II
Activity objectives:
1. Let the children have a preliminary understanding of the story and tell the main plot of the story.
2. Improve your language skills.
3. Educate children not to litter and cultivate good habits and behaviors.
Activity preparation:
Watermelon picture, story "Guagua eats Guagua".
Activity flow:
1. Riddle guessing activities to stimulate children's interest:
Children, let's guess a riddle (there is a green lang with red and bright skin and black face). Guess what this is? Yes, it is watermelon. I tell you, there is a kid named Guagua. Why is it called melon? Do you want to know? Let's listen to a little story.
2. The teacher told the story completely and asked questions:
What's the story about?
(2) How does Guagua eat watermelon? What does he do after eating watermelon?
(3) What happened as a result?
3. The teacher tells the story again with pictures:
(1) Did Guagua eat the watermelon brought by grandma? why
(2) Later, after grandma fell, what did Guagua think and do?
4. Discussion:
(1) The story is over. Do you like eating melons? Why?
(2) If you were a melon, what would you do?
5. Summary:
The children all heard the story just now. What does this story tell us? Let's throw the melons, skins, waste paper and leftovers into the dustbin. We shouldn't throw them about. When we see the peels on the ground and on the road, we should also throw them into the dustbin.
Attached story:
Guagua eats melons.
There is a child whose name is Guagua. Why is his name Guagua? It turned out that when he was born, he was chubby and round, like a watermelon, and his parents called him melon.
Guagua likes to eat watermelon. He can eat several large pieces at a time. After eating, he pulled up his vest, held a bulging belly, patted it with his hand and said, "Here comes the watermelon!" " "
One day, it was very hot, and Guagua clamored for watermelon. "Mom, take out a small watermelon," his mother said to him, "and leave this small one. Eat first. Wait a minute, grandma will come, maybe I'll bring you a watermelon! " Mother went to work after cutting watermelons. Guagua squinted at the watermelon and cocked his mouth, thinking, "Hum, it's so small? But he was thirsty and thought: This melon is a little small, maybe it is also very sweet! Just picked up a piece and took a bite. Oh, not sweet at all.
After eating a piece, he got angry. He threw the watermelon out of the window and fell on the road in the alley. The rest of the debris, Guagua angrily took a few bites and threw them out of the window one by one. He thought, if only grandma had brought a watermelon! So he squatted on the windowsill and looked at the hutong intersection.
After a while, a man came. Approaching slowly, yes, it's grandma. She is still holding a big watermelon! Guagua saw it and shouted, "Grandma, I'm coming to pick you up!" "
Grandma quickened her pace when she was happy. I walked to the trash can, accidentally stepped on the watermelon skin and fell down. The watermelon in my hand snapped into pieces. Grandma got up and said, "Who threw watermelon skin everywhere!" "
Guagua went out and quickly helped her grandmother. While stepping on the watermelon skin on the ground angrily: damn watermelon skin, which bad guy threw it. Hey, why are watermelons so small? Oh, didn't you throw it yourself? Guagua stole a look at grandma, spat out his tongue, and quietly threw the watermelon skins into the dustbin.
Guagua looked at the big watermelon brought by grandma. The gourd ladle is red. It must be very sweet. Unfortunately, it's broken and stained with mud. He had to swallow saliva, pick up the broken melon slices and throw them into the trash can. Grandma didn't know that watermelon skin was thrown by melon, but when she saw melon throwing watermelon skin into the dustbin, she said, "Good boy, I hope everyone is as sensible as melon."
Programme of activities in the language field of the middle class 3
Activity objectives:
1. Enjoy music and feel the characteristics of music from slow to fast.
2. Combined with the story scenes of picture books, try to perform different roles with the rhythm of music and experience the fun of cooperative performance.
3. Through the combination of language expression and action, fully feel the childlike interest of the story.
4. Guide children to learn in stories and games and realize life.
5. Encourage children to guess, speak and move boldly.
Activity preparation:
1. The picture book story PPT of "Rose Hen Going for a Walk".
2. headdresses for hens and foxes.
3. Music CD (at the Sandman Palace).
Activity flow:
(1) Enjoy the music "In the Mountain Magic Palace".
1. Enjoy music for the first time
(1) There is such a piece of music. Please listen and tell everyone what you found later.
(2) Children enjoy music again.
(3) How do you feel after listening to this piece of music? What did you find?
2. Teacher's summary: The speed of this piece of music changes from slow to fast, and the sound changes from weak to strong.
3. Combine pictures and enjoy music for the second time. Just now, this piece of music was telling an interesting story. Whose story is it? (Play picture book PPT with music)
(2) the misfortune of the fox.
1. Recall the story.
(1) Where did the lucky hen Rose go for a walk?
(2) What bad thing happened to the fox? (Show relevant pictures separately. )
2. Unfortunate fox.
(1) Please use actions to express the unlucky things that happened to the fox. (Children create actions such as hitting the head with a rake and sprinkling flour on the face. , and determine the action after communication. )
(2) Please follow the music to perform the fox's movements. Play music, look at pictures, perform selected actions, and keep up with the music faster and faster. )
3. Lucky hen.
But the unfortunate fox failed to catch the hen every time. Please design some actions for the lucky hen with the music. Children listen to music, design and act out the hen's movements. )
(3) Lucky hens and unlucky foxes.
The hen and the fox.
(1) The hen went for a walk and the fox followed secretly. The teacher plays the hen, you play the fox and listen to the music together. Children look at maps, listen to music and perform with teachers. )
(2) Who else wants to be a hen? (Increase the number of hens appropriately and perform again.
2. Performance of cooperation. Please choose the role you want to play. (Children listen to the song performance together, and individual children play audio and pictures to cooperate with the performance. )
Activity reflection:
Re-render the rose hen and feel more and more nervous when someone is following her. Ask the children to supplement their understanding of the story with actions and expressions. Then I will let the children listen to music and let them talk about the atmosphere they feel in music. What if they make this story into an animated film? What will the fox and the rose hen do? Let the children tell their own stories, not the teacher asking a link, but answering a link.
Programme of activities in the language field of the middle class 4
Activity objectives:
1. Through acting and practicing stories, guide children to understand that only by uniting and cooperating can they do or complete a thing well.
2. Through the combination of language expression and action, fully feel the childlike interest of the story.
3. Be able to listen to the story carefully and understand the main line of the story.
4. Understand the moral and philosophy contained in the story.
5. Guide children to learn in stories and games and realize life.
Activity preparation:
Five brothers pointed at me and took a broom.
Activity flow:
1. The teacher showed the children and told stories with his fingers.
2. Discussion: (1) Why can't the Finger Brothers sweep the floor alone? (2) Why did the five brothers do it at the same time and finish it soon?
3. Games: Children put on five fingers of five brothers respectively, while playing finger games and telling children's songs.
Attached story: the quarrel between the five brothers.
One day, Xiaoyu just wanted to go to bed and take a nap when she suddenly heard the five fingers of her right hand talking. Thumb said: I am your big brother, and I am the most useful. The forefinger said: nonsense, nonsense, I am the most useful. The middle finger and ring finger are also open: I am the most useful! I am the most useful! Littlefinger smiled: Haha, I am the most useful! What's the use of shouting? You have to tell the truth!
Thumb immediately said: I will speak first! Everyone calls me Thumb. Xiaoyu always lets me out when she praises something. Really good, really good, first of all, of course, I am the most useful!
The forefinger said: You are the eldest brother. What happened? You are not as tall as me! I am the most useful. Xiaoyu wants to have a taste of something delicious, so he always dips it in. Who heard that you were soaked!
The middle finger said: Don't brag, are you as tall as me? I am among the five brothers, so everyone calls me middle finger. I am taller than others, so I am the first!
The ring finger also spoke: all of you stop. I am very useful. People like me best. Call me the ring finger. Some people have beautiful rings and wear them on me!
Littlefinger said: you are right, but the most useful thing is me! Xiaoyu's ears itch, so she uses me to pick them.
No, I am the most useful!
No, I am the most useful!
……
Oh, these five brothers are quarrelling. Hearing this, Xiaoyu couldn't sleep. He giggled. Wuzhi brothers
Right, right, let Xiaoyu talk about it. Who is the most useful among us?
I think you should stop arguing. Fathers use it. Some things can't be done well by one person, but we have to do it well together.
I don't believe it.
I don't believe it either.
All right, try it. Come on, who can pick up this broom and sweep the floor with one finger?
Thumb says: I can!
Ok, give it a try!
Thumb thought, this is not easy. He walked by and tried to pick up the broom, but somehow the broom wouldn't listen to him. Seeing this, the four younger brothers all laughed. The forefinger said: I'll come!
When the index finger passed, I bent down and hooked it, which really hooked the broom. But it wants to pick up the broom and sweep the floor. The broom just won't listen to it. I tried the middle finger, the ring finger and the little finger, but no one could answer them. Five brothers, look at me, I look at you, and they all stop talking. Xiao Yu said to them again: Come on, all of you work together to see if you can pick up the broom!
As soon as the five fingers cooperate, they immediately pick up the broom and click and sweep the floor thoroughly.
Xiao Yu asked everyone: Who do you think is the most useful?
We are all useful, and we are strong together!
Five fingers don't talk, jade lying in bed, soon fell asleep.
Activity suggestion:
Ask children to experience: unity is strength, and the principle of unity and cooperation sweeps across our indoor environment. Activities can divide children into several groups, and each group is responsible for doing one thing, such as cleaning the table and sweeping the floor. ...
Programme of activities in the language field of the middle class 5
Goal:
1, learn to listen to the story and try to tell the places where the old duck passed in the story in order and reverse order.
2. Knowing and using some landmark buildings on the roadside can help you find your way.
3. Experience the convenience of landmark buildings in finding our way.
Key points and difficulties: try to tell the places where the old duck passed in the story in order and reverse order.
Preparation: PPT, maps near the kindergarten, landmark buildings, signs, etc.
Process:
First of all, enjoy the story.
1, the first half of the teacher's story (PPT of a single scene will be shown while talking):
Ask questions:
(1) Is the old duck's shop really lost?
(2) Why does he feel that his shop is gone?
(3) It turned out that the old duck passed through many places by green boat, but now it is far from the store, and he can't see his own store, thinking that his store has been lost. Do you know where the old duck's green boat passes? (PPT showing three places where the old duck passed)
(4) How can I find its shop?
2. Let's listen to the story (the second half of the story).
Ask questions:
(1) How did the white rabbit and the yellow dog send the old duck back? Pass by first? Pass again? The last level? (Let the children try to say ... first, then ... finally ...)
(2) The old duck first passed an old ginkgo tree, then passed a hillside, and finally floated through a forest. When the small animals are sent back, they pass through the grove, then the hillside, and finally the old ginkgo tree. What is the difference between coming and going back? (The teacher points to the picture on PPT while asking questions. )
Conclusion: Oh, we have learned a new method. Remember every landmark building or sign, and it will be convenient to find your way. Do you understand, duck? Go out and find your way clearly, first pass an old ginkgo tree, then pass a hillside, and finally drift through a forest. Turn it upside down when you go home and walk back in order, so you won't get lost.
Second, recall experiences.
1, look at the map to find landmarks.
Teacher: Look, teacher, this is a road map near our kindergarten. Do you know any familiar places and signs near our kindergarten? Where is Yulong area 4? Let the children look at the map and say directions, and then post a photo of the landmark building.
2, the game: the way home
Teacher: We will go home after playing games in kindergarten. Do you know how to get home? It's time to cross ... then through ... and finally through ... children must be smarter than old ducks. Who said how can you go home?
Conclusion: By remembering some landmark buildings, we can find our way home. How convenient!
Five related articles on the excellent activity plan in the language field of the middle class;
★ Five teaching plans are selected in the language field of kindergarten middle class.
★ There are 5 reference model essays for teaching plans in the language field of the middle class.
★ 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.
★5 selected Chinese teaching plans for middle class.
★ Five selected Chinese teaching plans for middle class.
★ Five selected activities in kindergarten language field.
★ Five creative plans for Chinese teaching plans in middle schools.
★ Complete works of excellent teaching plans in the language field of middle school classes
★ There are 5 reference cases of Chinese teaching plan in the middle class.