Language lesson plan for large class

As a teacher, you always have to write lesson plans. Teaching plans are conducive to the improvement of teaching standards and the development of teaching and research activities. So how do you write a good lesson plan? Below are 5 language lesson plans for large classes that I have collected and compiled. They are for reference only. I hope they can help everyone. Language lesson plan for large classes Part 1

Activity goals:

1. Be able to grasp the content of poetry, and be able to recite poetry in different tones, which is more emotional.

2. Have a sense of pride in being a top class kid. Activity preparation: poetry recitation tape with music, tape recorder.

Activity process:

1. Create a scenario: The teacher told his own experience: "One day I visited a kindergarten and saw a child helping his younger brother and sister to dress. I asked him : “Which class are you in? "He proudly said to me: 'I am a kid in the top class!' I praised him for his ability, and he said, 'These are what I should do.' He also recited a poem to me. Do you want to hear it?"

2. The teacher recited the poem twice with emotion and expression.

3. Guide children to grasp the content of poems

(1) What is the name of the poem?

(2) What did the children say in the poem? What was done?

4. Children recite the poem twice with the teacher and learn the new word "praise"

5. Practice phrasing. One sentence for the teacher, one sentence for the child, or vice versa.

6. Record the children’s recitation and listen to it. Finally, ask your voice to read it loudly.

Reflection on the activity:

In this activity, one of the goals points out to learn to use different tones and analyze the interrogative sentences in the entire children's song. Language is a communication tool and a thinking weapon for human beings. When we interact with others, we rely on language to receive education and grow up. We also rely on language to communicate and understand each other. The way and use of tone expressions in language play an important role that cannot be ignored. Tone expression is a very important part of language expression. It directly affects the expressive ability and appeal of a person's language. Our children are now in a sensitive period of language development. During this period, if we give our children appropriate guidance and help, they can master tone expressions with twice the result with half the effort. Tone, as the name suggests, is the tone of speaking and the attitude of the speaker. When we usually speak, especially when communicating with others, we must choose the appropriate tone form according to the needs of communication. On the other hand, when learning children's songs in the past, children often focused on learning the sentences in the songs while reciting them, and neglected to express the meaning of the songs in an emotional tone. As the "Guide" says, "Children's language abilities are developed in the process of using them." Therefore, in this activity, we not only let the children understand the meaning, but also use it. For example, for interrogative sentences, let the children first experience the expression of questions by asking questions, and then extend it to children's songs, and let the children express the children's songs in a questioning tone. For children in large classes when they are learning, we must recite children's songs while allowing them to express their emotions at a deeper level. Language lesson plan for large classes Part 2

Activity goals:

1. Discover your own growth and changes during the activities, and further understand yourself and yourself.

2. Distinguish the difference between yourself and others, dare to evaluate yourself boldly, view yourself correctly, and enhance your self-confidence.

Activity preparation:

1. Two photos of children: one as a baby and one now, paper, colored pens, glue sticks, etc.

2. Before the activity, parents are asked to help their children collect photo albums, supplies, etc. from their childhood; parents are asked to tell their children interesting stories and anecdotes from their childhood.

Activity process:

1. Guess who this is?

——The teacher shows a photo of himself as a child and asks the children to guess who this is? Discuss with children to discover changes in teachers and stimulate children's interest in participating in activities.

3. Photo matching game.

(1) Arrange the photos and ask questions.

——The teacher places the photos of the children when they were young on the blackboard, one column at the top and one at the bottom. The top is "I was a child" and the bottom is "I am now".

——Children must be very excited when they see their childhood photos posted on the blackboard. There must be a confidentiality agreement beforehand. They are only allowed to open their eyes and look, and are not allowed to make any sounds, otherwise they will know who was a child. .

——Teacher: Ask the children to find and match the two photos. Are they of the same person?

(2) Children’s operation games.

——Invite children to connect "my childhood self" and "me now" to make a photo pair. The children's opinions below are definitely different, and at the same time it stimulates the children's learning interest and atmosphere.

——When the children make a mistake, the teacher: Why is it wrong? What are the changes in children?

(3) Children talk about their own changes.

——Based on the connection, ask the children to talk about the differences between when they were children and now. Such as growing taller, gaining weight, becoming stronger, being able to do simple things, etc.

Children: This is a photo of me when I was just born. My mother said I was very good and I went to bed after feeding every day: This is me now, taken in the park with my parents.

Teacher: You were so fat when you were a child, and you are not the same as you are now. Children, do you still find any difference between her and before?

Children: Her hair is longer and her eyes are bigger.

Toddler: Her hands and feet have also grown in size.

Children: She has grown taller and is almost 6 years old. She used to not be able to eat by herself when she was a child, but now she can eat by herself.

(4) Children's self-evaluation

- Ask children to evaluate themselves after showing their abilities and tell their most outstanding strengths and weaknesses.

3. Make a children’s picture album.

Guide children to make their own growth picture album based on the discussion content of the activity, and post it on the theme wall after the activity. Language lesson plan for upper class 3

Activity objectives

1. Be able to carefully observe the expressions and dynamics of the characters in the pictures, and use the clues provided by the pictures to develop reasonable imagination and make up different stories plot.

2. Be able to use appropriate words and sentences to describe the character’s psychological activities and language.

3. Be able to express your thoughts in complete and coherent language and be willing to share them with your peers.

Activity preparation

1. The teacher uses three large pictures and three dialog boxes.

2. Two children will tell each story about the picture.

3. Record the sounds of “Ah!”, “Haha, great!”, and “Ouch!” in advance.

4. Know and understand the meaning of "dialog box" in advance.

Activity process

1. Introduce the conversation, show pictures 1, 3, and 2 one by one and ask the children to observe and tell.

1. Show the first picture and ask the children to observe it.

“Where is this?” Encourage children to use different words to describe the background pictures they see. What happened? What is a big tiger like? Where did you see it? What will it say when it sees the little rabbit? How does the little rabbit do it? How do you feel? Where did you see it? What would you say?

2. Show the third picture and ask the children to observe it.

※What happened in the end? Did the tiger eat the bunny?

※Who helped it? How did it help?

※What is the expression of the elephant? What would you say? What does the tiger look like? What would you say? What about the little rabbit? What's his expression? What would it say? How does the elephant know that the tiger is going to eat the rabbit? How did the little rabbit get to the other side of the river?

◎ Guide children to imagine and say what the rabbit would say when asking the elephant for help.

◎ Encourage children to give full play to their imagination and come up with various possibilities.

3. Show the second picture and ask the children to observe it.

※What does an elephant look like? How did the little rabbit cross the Elephant Bridge? What does the tiger think? What will the mood be like? Where did you see it? What would you say? What would the little rabbit say?

2. Use the form of a dialog box to help children further understand the psychological changes of each character in the picture.

1. Show the dialog box and know who is talking where the dialog box is placed.

2. Ask the children to listen to the sounds of "Ah", "Haha, great!" and "Ouch!" respectively. Ask the children to tell which picture it is and who said it? Why? What did you say?

3. Ask children to tell a complete story based on their own understanding of the pictures.

1. The teacher asked for a narration: Where? What happened? What did you say? Who and how saved them? What happened in the end? Give the story a name.

2. Ask children to tell stories to each other using small pictures in pairs.

3. Ask one or two children to tell stories.

4. The teacher tells the story completely.

4. End naturally. Language Lesson Plan for Large Classes Part 4

Teaching Philosophy

Use the concept of integration to enable children to learn effectively. The "Outline" pointed out: "The content in each field should be organically connected and interpenetrated, focusing on comprehensiveness, interest, and activity, and integrating education into life and games." Throughout the activity, I integrated language, society, The three major areas of music include listening, looking, talking, loving, thinking, searching, asking, and playing to learn to objectively look at the strengths and weaknesses of oneself and others.

Implementation Strategy

The design of the "Mouse Marrying a Daughter" activity is different from traditional story teaching. I use stories as a carrier and present the content of the story through music and courseware to allow children to observe intuitively. , Understand the content and connotation of the story. At the same time, let the children understand in thinking and summarizing that "there is no strongest person, but everyone has strengths and weaknesses" and "while being confident, they also learn to appreciate others and appreciate and help each other." There is no rigid model for kindergarten teaching. The orientation of activity types is determined by each teacher’s positioning of the value goals of teaching materials. Therefore, I position it as a comprehensive language activity with the social field as the main line.

Teaching objectives

1. Appreciate and initially learn to recite nursery rhymes, and feel the humorous style of the works.

2. Understand that everyone has their own strengths and weaknesses, and they should give full play to their strengths and face their own shortcomings.

Teaching preparation

1. Festive music with gongs and drums, slides of the story "A Mouse Marries a Daughter".

2. Pictures of the sun, dark clouds, strong wind, walls, mice, and cats.

Teaching focus

Guide children to listen to stories quietly, help children understand the content of the story by asking questions, and learn to tell nursery rhymes.

Difficulties in teaching

Understand that everyone has their own strengths and weaknesses, and they must give full play to their strengths and face their own shortcomings.

Activity process

1. Introduction of music to stimulate interest

1. Enjoy festive music and ask questions from the teacher.

Teacher: "Children, how do you feel after listening to this piece of music? When will this music be used?"

(For example: Chinese New Year, business opening, wedding, etc.)

Teacher: "What interesting things will happen under this music today?"

2. Show the picture of the sedan chair to stimulate children's imagination.

Teacher: "Children, what do you think this is? What is it used for? Who will be the bride in the sedan?"

3. Invite the "Mouse Bride" to let the children know , it turns out that the mouse family is having a wedding, and one of their daughters is going to marry such a beautiful mouse bride. Who will her groom be?

Teacher: "The mouse bride said that she wants to find the strongest man in the world." The children help her choose, who can she find to be her strongest groom?"

2. Listen to the story and understand the content

1. The teacher uses the slides to Tell stories.

Teacher: "The teacher brought a very nice story to the children today, and the groom is hidden in the story.

”

2. Design the following questions:

Mei Dingdang didn’t know who to marry. How did the mouse parents discuss it?

Who did Mei Dingdang find? ?The sun, dark clouds, strong winds, walls, mice, and cats, what did they say to Mei Dingdang? Why did Mei Dingdang marry the cat in the end? What happened after arriving at the cat’s house?

3. Children’s discussion, Teacher’s summary.

Teacher: “Who do you think is the strongest groom? Why?”

Summary: No one is the strongest in the world, everyone has it. My strong side and weak side.

3. Appreciate it completely and learn to tell nursery rhymes

1. Teacher: "Children, the teacher made this story into a nice song. Nursery rhyme, let’s listen to it. "

2. Children learn to tell nursery rhymes based on the pictures.

3. Teacher: "Which sentence do you think is the most interesting and how is it said? Ask the children to choose the characters and learn them separately. Their conversation with Rat Girl. "

4. Children read aloud with the teacher to deepen their understanding of nursery rhymes.

4. Exchange and discuss to understand the truth

1. Teacher: "Cat" What did the "Rat Girl" say proudly after swallowing it? What do you have to say to the "Rat Dad", "Mouse Mom" ??and "Rat Girl"?

2. Teacher summary: Children, we should not be like the rat girl in the future. We should use our brains and be assertive when encountering things.

5. Teaching extension

Ask the children to tell the nursery rhymes to them when they get home. Parents listen and explain the truth. Language lesson plan for the upper class 5

Design intention:

After entering the upper class, we carried out various forms of kindergarten-to-school connection activities. During the activities, we gradually understood the differences between primary schools and kindergartens. "Debate" is one of the forms of activities. It has greatly improved the thinking ability, language expression ability, cooperation ability and rule awareness of the children in the upper class. The challenge prompts each child to mobilize his or her existing experience, express his or her own opinions clearly, listen to the opinions of his peers in debates, accept their peers' opinions, and finally form cognitive experiences related to entering elementary school.

Goals:

1. Understand the difference between primary school and kindergarten, further understand the learning life of primary school students, and develop the desire to go to primary school.

2. Be active in debates. Listen attentively to the opinions of others and express your own ideas and opinions boldly.

1. Children have prior experience in discussion.

2. The teacher has a preliminary understanding of the children’s previous experience.

3. Simple signs (such as positive and negative signs) and medals.

Process:

1. The teacher, as the moderator, introduces the debate topic (optional, FE can choose the debate topic according to the children’s interests and abilities)

2. The teacher briefly introduces the debate rules and encourages the children to debate according to their own interests. Choose the defense side and determine your own position.

3. Group the children. The teacher shows the positive and negative signs and guides the children to make preparations.

4. The children can express themselves freely. The teacher provides timely guidance based on the children's narrative.

(1) The teacher participates in the weaker party and creates an atmosphere of debate.

(2) Guides the children to express themselves around the debate topic. Points of view.

(3) Capture good points in time and guide children to continue the debate.

(4) Guide children to abide by the rules of debate.

5. Summary of communication. The situation of the debate and the selection of "gold medal debater"

Attachment:

Debate question 1: Can I bring toys after I go to elementary school?

(Analysis: After children enter primary school, they find that bringing toys becomes a problem, but some children, especially boys, do not fully understand this change. Therefore, teachers hope that through debate, children will pay attention to this issue and form a common sense: they can bring some sports toys after entering elementary school, but they cannot bring other toys, and they are willing to abide by this rule in their future elementary school life.

)

Debate question 2: After entering elementary school; can you drink water and urinate freely during class?

(Analysis: For children, the biggest difficulty in elementary school may not be the learning of knowledge , but a change in lifestyle and learning style. Compared with kindergarten, the work and rest time of primary school has changed significantly, while kindergarten is more free and loose, while primary school is more strict and regular. This change may make children feel uncomfortable. Through debate, children can have a clearer understanding of the schedule of primary school, so that they can adapt to primary school life more quickly in the future, and form the opinion: Try not to drink water or urinate casually in class, as doing so will affect teachers and classmates. When we go to class, we should do these pre-class preparations within ten minutes between classes)

Debate question 3: After going to elementary school, what do you do first when you get home from school?

(Analysis: Self. Management ability and planning ability are essential abilities for children after entering elementary school. The purpose of choosing this debate topic is to guide children to learn self-management, arrange their time after school in a planned and reasonable manner, and form the perspective of: going to elementary school. After school, you can take a short rest or do some personal things after school. You should complete your homework as soon as possible. Don't just play and leave your homework to be completed at the end.)