The language activity plan of the middle class [5 articles]

Kindergarten language learning contains many levels and rich contents. As a special group, children need to be treated more attentively by teachers. The following is my carefully collected Chinese activity plan for the middle class. I will share it with you and enjoy it together.

Middle class language activity plan 1

Moving target:

1. On the basis of understanding the content of nursery rhymes, children initially learn to recite nursery rhymes rhythmically.

2. Children can happily play games with teachers and peers and experience the joy of playing games.

3. Children can recite the onomatopoeic words "beep, beep, beep" rhythmically.

Activity preparation: a string of firecrackers, some pictures related to children's songs, and some cat headdresses.

Activity flow:

1. The teacher shows firecrackers and guides the children to imitate firecrackers. The teacher recited the onomatopoeic words "beep, beep, beep" to guide the children to recite rhythmically.

2. Learn the children's song "Mice Get Married"

(1) The teacher shows pictures of mice (wearing big red flowers and groom's clothes) to guide children to recall the wedding scene in Princess Pearl. (Children answer: there are firecrackers, blowing horns, dancing, beating gongs and drums, sitting in sedan chairs and so on. )

(2) Teachers recite nursery rhymes with expressions, and children understand nursery rhymes.

(3) Teachers recite children's songs while showing pictures to guide children to beat the rhythm.

(4) The teacher reads the first half of each sentence of children's songs, and the children read the second half and exchange them once.

(5) Teachers and children recite children's songs while playing rhythm.

3. The game "Cat and Mouse"

(1) The teacher introduced the game.

Teachers and children play mice, and class teachers play old cats. The mouse recited children's songs rhythmically. When they read "bumper", all the mice squatted down and the old cat came out. As soon as the old cat said, "Eat it all in one bite", the mice immediately ran to their seats, and the old cat went to catch the mice. When the mouse is in the upper position, the old cat can't catch it

(2) Teachers and children play games 2-3 times (the number depends on the situation of the children at that time).

Teachers and children go to outdoor games together.

Attached to the children's song: "Mice Marry"

Eight mice carried the sedan chair, sedan chair,

Four mice blow their horns, blow their horns,

Two mice set off firecrackers,

Bang bang bang.

The old cat congratulated her. "Congratulations! Congratulations! "

Eat it all at once Eat it all.

Language activity plan for middle class II

Activity objectives:

1. Learn beans from children's songs and games to stimulate children's interest in literacy.

2. Expand children's knowledge and develop their language.

3. Understand the content of children's songs and enrich related vocabulary.

4. Guide children to learn in children's songs and games and realize life.

5. Develop children's thinking and oral expression skills.

Activity preparation:

1. Paper with the children's song "Picking Peas" written on it.

2. All kinds of beans and food.

3. Red bean, mung bean, red sun and mung bean banners.

Activity flow:

Review children's songs, play games and introduce topics.

We used to play a game called "collecting peas". Look what peas this is. (Red Doudou) What kind of Doudou is this? (Green peas) I invited ⅹ to be red beans and ⅹ to be mung beans. I am a bean collector.

Second, introduce literacy.

These "red beans and mung beans" are very capable just now. Now let's see if there are red peas and green peas on the blackboard (banners showing red peas, green peas, red leaves and green leaves guide children to exclude known Chinese characters "red leaves and green leaves" by exclusion, and find out "red peas and green peas" for children to read)

First, a "red bean", then a "green bean". Ready-"click". Let's count. How many peas are there? (Children's number) Now the teacher has eaten a bean (a bean word wrapped in red beans). Into what? (Children read Red Bean) Eat another bean. What does it become? (Children read "Mung Bean")

Children are really capable. They can recognize not only red and green, but also peas. The teacher asked you capable children to help me. I have many "beans" baby running on this paper. Please find them. (Show the children's song "Collecting Peas": Red peas and green peas, put them in my basket. The farmer's uncle grows peas, and he can't miss a pea. ) Put a beautiful red necklace on it. (red paper circle)

Third, guide children to speak and develop their language.

1. Just now the farmer's uncle in the children's song went to collect peas. Think about it. What peas did they collect? (Children can think and speak freely)

Summary: These peas include red beans, mung beans, broad beans and peas ... (Show the corresponding physical objects to children to observe and guide them to talk) For example, peas are round and broad beans are flat. Red beans are red and mung beans are green.

2. What's the use of the farmer's uncle getting these peas back? (Children can think and speak freely)

Summary: These peas can be used to make many delicious things, such as tofu, soybean milk, fermented soybean and soybean skin ... (Show the corresponding objects for children to observe or taste, and guide children to talk) For example, soybean milk is sweet and delicious! Tofu is very nutritious.

Four. Promotional activities

Each table has a plate of bean food, let the children choose for themselves, say what it looks like and how to eat it. Talk to each other first, and the teacher will listen in groups. Please ask some children to come to the stage and say for everyone, and finally taste.

Language activity plan for middle class 3

moving target

1. Knowing that you won't feel lonely with friends, you will be happy with friends.

2. Try to communicate actively and feel the significance of active communication.

3. Through the combination of language expression and action, fully feel the childlike interest of the story.

4. Cultivate children's habit of reading carefully, and stimulate children's reading interest through illustrations and pictures.

5. Guide children to learn in stories and games and realize life.

Important and difficult activities

Key point: I can read pictures and tell stories.

Difficulty: Feel the meaning of active communication in the story.

Activity preparation:

Material preparation: story PPT.

Experience preparation: Know what loneliness is.

Activity flow:

What is loneliness?

1. Children enjoy PPT "I don't want to be lonely" in an orderly way, and the teacher tells it completely.

2. Guide children to read PPT 1-4 again to understand the meaning of loneliness.

3. The boy with glasses said, When will you feel lonely? No children hold hands; No friends to play with, chat with)

4. Does the little boy like loneliness? Where did you see that he was unhappy?

According to the children's discussion, the teacher concluded that when I was lonely, I was not with my friends, but alone. Loneliness is like a kite, but it floats in the air empty.

(2) How can we not be lonely?

1. Guide children to appreciate PPT pages 5-7 again. The little boy doesn't like loneliness. What method did he come up with? How did he do it?

2. Children observe the details in the pictures. Did the boy with glasses go to play with his friends? What does he play with his friends? (talk to friends; Take out toys and play with friends; Seeing friends slide, swing and sit on the seesaw, boys with glasses also went to play together)

According to the children's discussion and the scene presented in the picture, the teacher concluded: If you don't like loneliness, take the initiative to shake hands with your friends and talk to them in a friendly way. Find friends to play with, and you won't be lonely.

(3) We are not alone.

1. If you see a lonely friend, will you take the initiative to hold hands with him?

The teacher plays a "lonely child", and the children take the initiative to hold the teacher's hand, talk or play with toys. "Lonely children" went from sad to happy, and finally everyone hugged and said, "It's good to be with friends!"

3. Teacher's summary: Loneliness can make people sad. We should make everyone and every child not lonely and sad.

4. Read "I don't want to be alone" completely again.

Let's go out and play hand in hand.

Activity reflection:

I don't want to be lonely is about a little boy with glasses coming to a new class. Facing the new environment, he felt lonely without children to play with and friends to talk to. Loneliness is like a kite in the sky. He only plays by himself. He doesn't like loneliness, so he decided to play with the children. He is very happy and has won friends.

The teacher's mood is very important. Don't worry, but control your peace of mind and don't rush for success. I think, if the child can't meet the teacher's requirements in a class in the future, don't force it, or design an activity that can make the child interested afterwards to make up for it.

Language activity plan for middle class 4

Activity objectives:

1, through stories, guide children to know the benefits of trees and understand that trees need to be cared for, thus inspiring children's feelings of caring for trees.

2. Ask children to be bold, loud and express in complete sentences.

3. Through the combination of language expression and action, fully feel the childlike interest of the story.

4. Let children try to tell stories and develop their language skills.

5. Encourage children to guess, speak and move boldly.

Activity preparation:

Homemade slides, labor gadgets and signs of "caring for trees".

Activity flow:

(1) Listen to the story:

1, Teacher: Little friend, there are three mother birds flying in the kindergarten. What are they doing here? Please tell the children after listening to the story "Trees in Kindergarten".

Tell the whole story.

3. Ask the story: What story did you hear? What's in the story?

Teacher: Why doesn't mother bird want to build a nest in a tree in kindergarten? We listened to the story while watching the projection.

(2) Look at the projection and listen to the story:

1, after reading the first projection question:

(1) Why don't mother birds in kindergarten want to build nests in trees?

(2) What did Mother Bird say?

(3) Do you want the mother bird to fly away? What can we do to keep them? (children's discussion)

Teacher: Let's see how the children in the story care about helping the little tree.

2. Ask questions after watching the second projection:

How do kindergarten children care about helping young trees?

Summary: Children in kindergarten like young trees very much. In spring, children help young trees loosen the soil. In summer, children water young trees; In autumn, children help young trees pick up fallen leaves; In winter, children help young trees put on straw clothes. Young trees grow into big trees under the care of children.

(1) Teacher: With the help of the children, the trees in the kindergarten have grown tall and grown up. Let's invite mother bird back together, shall we?

(2) Children: Mother Bird, Mother Bird, the small trees in our kindergarten have all grown up. Come back!

3. Ask questions after watching the third projection:

(1) Look, the mother bird flies back again. Let's ask mother bird, do they like the trees in our kindergarten now?

(Mother bird flies back in turn, and the children ask)

Yang: Mama Bluebird, Mama Bluebird, do you like the trees in our kindergarten now?

Answer the tape.

(2) Hey, Hong Niao's mother is here. What can we say to Hong Niao's mother?

① Small: Mom Hong Niao and Mom Hong Niao, do you like the trees in our kindergarten now?

Answer the tape.

(3) Mother Bird is coming. Let's stop it.

Yang: Mama Yellow Bird, Mama Yellow Bird, do you like the trees in our kindergarten now?

Answer the tape.

Activity expansion:

Teacher: Mother Bird likes the big trees in our kindergarten. That's great. Do our children like big trees? Why?

Summary: Trees have great abilities. They can create fresh air and beautiful environment. They can also block wind and sand, provide shade and fight floods, and provide all kinds of raw materials, so that fruit trees can bear fruit.

Teacher: There are many small trees around our kindergarten. How can we care and help them? (children's discussion)

End: Teacher Chen has prepared some gadgets for the children. Let's help the young trees loosen the soil, water and pull up the grass together, so that they can grow up quickly and grow into beautiful trees, shall we?

At first, mother bird didn't want to make a nest on the tree in kindergarten. Later, with the help of children (doing all kinds of work in four seasons), mother bird finally returned to the tree in kindergarten to make a nest. The children miss mother bird very much. Understand the various methods of caring for trees in four seasons, and stimulate children's feelings of caring for trees.

Language activity plan for middle class 5

Activity objectives:

1, understand the story, remember the main plot, and learn the simple dialogue of the characters initially.

2. I am willing to explore the reasons why the house is strong, knowing that it is not labor-saving to do things.

3, learn words: bump, fall to the ground, chimney, firewood, stove.

4. Encourage children to express their opinions boldly.

5. Guide children to learn in stories and games and realize life.

Activity preparation:

1, physical straw, wood, brick.

2. An operation diagram, a picture of a little black pig, a little white pig, a little red pig, a wolf, a straw house, a wooden house and a brick house.

3. The teacher used the big book "Piglets Build Houses"

Activity flow:

1, the teacher shows the real thing and talks with the children.

(1), let the children say the name of the object: "Look, what did the teacher bring today?"

(2) Guess: "If you build a house with these three materials, which material is the strongest?"

(3) Let's listen to the following story.

2. The teacher tells the story in combination with the big book, and helps the children understand the main plot of the story by asking questions, highlighting the different results of the wolf's three collisions with the house.

(1). What materials did the three little pigs choose to build their house? (Insert pictures of pigs and corresponding houses on the operation diagram)

(2) Beat the straw house: Which pig will the wolf eat first? Little black pig refused to open the door. What did the wolf do? Draw an arrow on the operation chart, learn the verb: bump, and let all the children follow the action. What was the result?

(3) The second collision with the wooden house: The little black pig escaped from the hut and shouted as he ran: The big bad wolf is coming, the big bad wolf is coming (let all the children follow). Where did the little black pig go? (In Little White Pig's cabin) Little White Pig won't open the door. What do wolves do? (Type it twice and mark two arrows on the operation chart) What's the result?

(4) Three-hit brick house: When the little black pig and the little white pig escaped from the wooden house, they ran and shouted: Wolf, Wolf (let the children talk), where are the two pigs? (Piggy's brick house) Piggy won't open the door. What do wolves do? (Type three times and draw three arrows on the operation chart) What's the result? There are three pimples on my head. Learn this word: stand firm and let all the children show it by action. )

(5) Eliminate wolves: wolves are very cunning. What does it see on the roof? (Learning word: chimney) What does the wolf do next? How do three wolves deal with the wolf (learning words: firewood, stove)

3. Analyze the materials used in the house to help children find the reason why the brick house is strong.

(1), teachers and students * * * count the times and results of the wolf crashing into the house three times. The teacher asked: Why did the straw house fall down and the brick house didn't fall down after being hit three times? Kindergarten houses are also brick houses. Let's push together The teacher and the students push the wall together, and then the teacher asks, "Are there any secrets hidden in these three materials?"

(2) Analyze the physical straw, wood and brick.

Let the children touch, pinch, weigh and express their feelings. Teacher's demonstration: break straw, nail wood and brick, and distinguish the hardness of the three objects. On the basis of the children's answers, the teacher concluded: "Of the three materials, straw is the lightest, wood is the heaviest and brick is the heaviest;" Straw is thin and soft and easy to break, wood is not easy to break, but it is very soft, and bricks are the hardest and strongest, so houses built with strong materials are strong. "

(3) Educating children to do things effortlessly.

Before building the house, the pig asked his mother: What will be used to build the house? What did mom say? From the pig mother's words, the pig knows that the brick house is the strongest, but why don't the little black pig and the little white pig choose bricks to build the house (straw and wood are lighter than strength)? As a result, it seems impossible to always think about how to save energy when doing things. Children think, what if the kindergarten is built of straw or wood? (The author of this article, Teacher Pan, first appeared in Baby Dragon. Childhood paradise. )

(4) If you want to build a house, what kind of materials will you choose? Remember how the pig built the brick house? Let's study together. (End of activity) Activity extension: Play the story recording room in the corner of the area, so that children can learn the dialogue between story characters.

Five articles about the middle class language activity plan;

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★ 5 Teaching activity plan in the language field of the middle class.

★ Five activity plans in the language field of kindergarten middle class

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★ 5 activity plan in the language field of the middle class

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★ 5 Language activity plan for kindergarten middle class

★ Five language activity planning schemes for the middle class.