Five selected activities in the language field of kindergarten middle class

Language is a consistent system established by social customs. The process of children's language acquisition is a process of unconsciously mastering the pronunciation of their own language, understanding the meaning of words, learning to make sentences and expressing their thoughts through daily communication in the natural living environment. The following is my carefully collected activity plan in the language field of the middle class. Let me share it with you and enjoy it.

Language activity plan for middle class 1

moving target

1. Be able to listen to the story carefully and feel the plot changes of the story.

2. Learn the dialogue in the story and enrich the words such as "round", "shining" and "Ding Ling".

3. Willing to share toys with peers.

Activities to be prepared

1. Some beautiful little bells.

2. Puppets or pictures of kittens, lambs, puppies and rabbits.

Activity process

1. Guide children to play with bells in groups and describe the shape and sound of bells in appropriate language.

Let children observe, touch and play with bells to help them understand the new word "Xiaopang". Teachers can also ask children to talk about what else is round.

Please look at the bell in the sun and guide the children to observe that the little bell is "shining" Please ring the bell, listen and say the ringing bell "Ding Ding Ding".

2. Tell stories with puppets or pictures.

Learn to perform Xiaohua Mall puppets with bells, tell the children why Xiaohua Mall likes little bells, and draw out the name of the story.

The teacher tells stories with actions and expressions to help children understand vocabulary and story content. For example, when talking about goats, puppies and white rabbits wearing kitten bells, take out the corresponding puppets or pictures; When talking about small animals coming to save Xiaohua Mall, the teacher made a gesture of reaching out and pulling hard; When talking about Xiaohua Mall's embarrassment, the teacher lowered his head and said in an embarrassed tone to guide the children to feel the psychological changes in Xiaohua Mall.

3. Help children understand the story by asking questions.

Teacher: Why does Xiaohua Mall like little bells? Who borrowed a clock from Kitty? How did Xiaohua Mall do it? What did the animals do after Xiaohua Mall fell into the river? When the children answer the questions, the teacher shows the puppets in turn and then leads the children to repeat the dialogue in the story.

Teacher: Why did Xiaohua Mall hang his head embarrassedly after being rescued ashore? Later, why did Xiaohua Mall lend small bells to small animals to wear? Guide children to understand the central content of the story: play with everyone when you have good toys.

Teacher: You have interesting toys. Would you like to play with others? Have you ever done this? How did you do that?

4. Lead children to tell stories together, and encourage children to participate in telling and performing.

Teacher Poison tells a story while operating a puppet, prompting the children to say the dialogue language in the story and show it with actions.

Programme of activities in the language field of the middle class II

Activity objectives:

1, you can feel interesting stories and know the diversity of animals in nature.

2, learning vocabulary: brisk, skipping rope.

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, magnetic teaching aid: digital cards and pictures of the feet of related animals.

2. Support children's picture books.

Activity flow:

1, the game "Guess who", arousing children's interest.

(1) Teacher shows pictures (with chicken feet).

Question: Guess who? How many feet are there? How does it walk? (Learning vocabulary: light and smart) Let's learn.

(2) Show pictures of rabbits, mantis and crabs respectively. The steps are the same as (1).

2. The teacher tells stories to stimulate children's interest in counting centipede feet.

Question: Does the centipede know how many feet it has? Why can't chickens, rabbits, mantis and crabs count the feet of centipedes?

3. Enjoy the story again.

Show the following pictures, encourage children to tell stories to their teachers and learn to exaggerate.

(animal pictures) (numbers)

Chicken, rabbit, mantis, crab and centipede

4. Discussion: How many feet does a snake, a mouse, a turtle, a butterfly and an elephant have?

Programme of activities in the language field of the middle class 3

Activity objectives:

1, understand the story and can vividly perform the dialogue in the story.

Try to create an ending for this story.

3. Learn to be tolerant and accept companions who "correct mistakes".

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

5. Encourage children to express their opinions boldly.

Activity preparation:

1, the story Wolf in distress

2. Puppet props, puppets of wolves, monkeys, elephants and rabbits.

Activity flow:

First, appreciate the story and understand its content.

T: Hello, children! I am the host of the puppet theater. Now please enjoy The Old Wolf in Distress (the first story).

Ask questions:

1, the puppet show is coming. Do you know who the person in this story is?

2. What happened in the story?

What kind of old wolf do you think this old wolf in the story is?

Second, enjoy the story in sections and learn the role dialogue vividly.

Appreciate the first paragraph of the story:

1, "Let's listen to the wolf meet the monkey. How did he ask the monkey for help? " Let's learn the poor appearance of the old wolf together.

2. Did the monkey save the old wolf? What did he say to it?

The old wolf heard the monkey's words and remembered the bad things he had done before. What about the new village?

Appreciate the second paragraph of the story:

1. When the old wolf felt sorry and sad, who came?

2. Listen to how the old wolf begged grandpa elephant.

3. Did grandpa elephant save the old wolf? Why? What did it say to the old wolf? Please learn from the very old grandpa elephant (the teacher is grandpa elephant, the children are wolves, learn dialogue).

4. How does Lao Lang feel after listening to Grandpa Elephant?

Appreciate the third paragraph of the story

1. When Lao Lang was crying, who came again?

2. The little rabbit hesitated. What did she say to Lao Lang?

The old wolf has a good idea. What good idea did he have?

Third, the end of creation. Learn the qualities of tolerance and acceptance.

1. Do you think the little rabbit will save the old wolf after listening to him? Why?

Please help the rabbit think of a good way to save the old wolf in the well.

Programme of activities in the language field of the middle class 4

moving target

1. Understand the content of poetry, express and recite it boldly.

2. Imitate in the performance and experience the fun of imitation.

Activities to be prepared

1. There are big background pictures of blue sky, Woods, grasslands, rivers, flowers and kindergartens.

2. Made birds, mushrooms, rabbits, flowers, aquatic plants and children's teaching AIDS.

3. Some headdresses are made according to the content.

4. Frame pictures made according to the content.

5. Blue sky, Woods, grasslands, rivers, flowers, kindergartens and other backgrounds.

Active link

(1) shows the background picture of "home"

1. Today, I brought a picture for the children. Who can tell me what's in this picture? The child speaks freely, and the teacher emphasizes according to the child's answer: this is the blue sky and this is the dense forest.

The children answered very well just now. Now let's look at what is in the picture. The teacher pointed to the picture and said, there are blue sky and dense Woods.

3. Guess whose home is the blue sky and dense forest? Today, we are going to learn a prose poem. The title of this poem is Home.

(2) Reciting prose poems

1. The teacher recited slowly and emphasized the key points. The teacher asked: What is the title of this prose poem? What do you hear from the poem?

2. The teacher read aloud while showing the teaching AIDS. The teacher asked: What did you hear in the poem? The child answered and the teacher showed the framework.

3. Look at this framework. Teachers and young students recite the full text of prose poems in front of their seats. Teacher: Now, will the children please recite this prose poem with the teacher? Be more careful about what you can understand, and less careful about what you can't understand.

4. The teacher reads the first half and the child reads the second half. Teacher: Now I'm going to ask the children to help me recite this prose poem. I'll read the first half and the children will read the second half, okay?

Boys read the first half and girls read the second half. Teacher: Now I'm going to invite boys and girls to come on stage and stand in two rows to recite this prose poem. Boys read the first half and girls read the second half. See who reads better.

All the children went to the stage to do actions and recite this prose poem. Teacher: Now I invite all the children to the stage to recite this prose poem. Would you please coordinate your movements while reading?

(3) Collective creation

Teacher 1: Today, we learned a nice prose poem called Home. Now we are going to create a new children's song. I have some headdresses here. Let's see what we have. Who wants to perform? There is one child left. Teacher, there are many homes here. Look at the blue sky and dense Woods. Please think about where your home is best for you, and you can't repeat it. Now I count from one to five. Please find your home as soon as possible. Now let's see whose home is the blue sky.

Recite new prose poems collectively.

The same headdress, ask different children to perform and find different homes. Teacher: I'll invite a few more children to perform. This time, you can find a different home. Who wants to perform? I'm going to count. Please find your own home. Recite new prose poems collectively.

The teacher concluded: Today, we only sorted out the second half of the poem, and I still have many headdresses here. We can go back to the classroom to continue performing and writing new poems, or we can make up the first half of the poem.

Programme of activities in the language field of the middle class 5

moving target

1. Understand the story by tasting, talking and guessing;

2. Learn to describe the taste of food with impatience, acidity and sweetness, and develop children's language skills.

3. Feel the interest contained in the story and develop children's imagination.

Activity process

First, show the little gray mouse and introduce the activities.

1, show the mouse and guide the children to say hello to the mouse.

2. (Playing the recording) Question: What does the mouse do?

Second, taste three kinds of food and feel the first paragraph of the story.

(1) Show three stores and guide the children to guess.

Teacher: Little gray mouse walked and saw three food stores. Guess what these three stores will sell?

(2) Taste spicy, sour and sweet in groups.

1. shows pepper, sour vinegar and sugar. The children were divided into three groups to taste three flavors.

2. The teacher leads the children to share their feelings after tasting.

3. Teacher's summary: It turns out that the little gray mouse came to the pepper shop. What else have you eaten?

It turned out that the little gray mouse came to the sour shop. What else is sour?

It turned out that the little gray mouse came to the sweet candy store. What else do you know about sweetness?

(3) Discuss which store the little gray mouse likes.

1, Q: What kind of shops does the little squirrel like, Chili shops, hot and sour shops and candy shops? What shops do you dislike? Let's listen together. (Play the recording and tell the first paragraph of the story completely)

2. Guide children to discuss which store the little gray mouse likes and give reasons.

Third, through independent reading, perceive the second paragraph of the story.

1, Teacher: When he came to the candy store, the little gray mouse was very happy. He ate one by one, and in a short time, he became a lovely mouse. Who will the little gray mouse meet when it becomes a sweet mouse and what will happen? Let's look for the answer in the book.

(Teachers give individual guidance and play light music)

2. Q: Who can tell me who the little gray mouse met and what happened after it became a sweet mouse?

Fourth, listen to the story completely.

1. When the little squirrel came home, he wrote a story about what happened this day, called "The Little Squirrel's Food Adventure". Let's enjoy it again. (Tell stories and play music according to the pictures)

2. The little gray mouse has changed back to its original self, but the river has become a sweet river. What interesting story will happen to this sweet river? Let's make up with our good friends when we get back, shall we?

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