Teaching plan for large class language activities

As an excellent teacher, preparing lessons is inevitable. Through the compilation of teaching plans, we can make appropriate and necessary adjustments to the teaching process according to specific conditions. What are the characteristics of excellent lesson plans? The following are six teaching plans for Chinese activities in large classes that I have compiled for you, hoping to help you.

Teaching plan for Chinese activities in large classes 1 objective:

1, can boldly describe scenes, facial expressions, psychological changes, etc. , and stimulate children's language skills.

2. Mobilize children's existing knowledge and experience to defeat wolves and carry out divergent thinking.

Prepare:

A forest map, a photo of Xiaohua Mall, a white rabbit, a little monkey and a wolf.

Key points and difficulties:

Learn to tell pictures to stimulate children's imagination and language skills.

Process:

1, show the "forest map" to stimulate children's interest.

Guess what this place is. What do you see?

Let the children speak in nice words.

The teacher guided the children to connect the contents of the pictures in order. (There are ... there are ... and ...)

2. Perceive and understand the object to be told, and use the existing experience to tell.

Show pictures of cats and guide children to talk about what mothers and kittens can do.

Show the picture of the rabbit and tell me why the rabbit is crying. What will happen?

Show the picture of the wolf and solve the mystery.

Let the children help small animals think about how to escape from the clutches of wolves. Think divergently.

Show pictures of little monkeys. The little monkey was very anxious and said loudly, "Friends, please do it if you have any skills!" " "

What skills do small animals have? Guide children to reasonably imagine and tell.

What happened to the wolf? What will it say?

What will the little animals say to the little monkey when they are saved?

3. Give the story a title.

Cultivate children's language generalization and organizational skills.

Teaching plan for language activities in large classes Part II Activity objectives:

1. Guide children to understand the content of nursery rhymes and the characteristics of small animals' ears.

2. Cultivate children's language skills.

3. Cultivate good reading habits.

Activity preparation:

1. Music-whose ear?

2. Pictures of donkeys, horses, elephants, cats, monkeys and dogs.

Focus of activities:

Children know the characteristics of small animal ears.

Activity difficulty:

Can recite the tone of the problem.

Activity flow:

Teacher: There will be a concert in the forest today. Will the teacher take you to the concert? Now let's follow the music into the forest.

First, the introduction of games.

Music games: hair, shoulders, knees and feet

Teacher: Before the concert begins, please let the children play a game with me.

Ask questions:

1. Which organ can hear the sound when the child sings?

2. Where are the children's ears? Touch it

3. What does the ear do?

Second, guide the children to say the first part of children's songs.

Teacher: Not only our children came to the concert today, but also several children came. Let's have a look. Who are they?

Show pictures: donkeys, horses, elephants

Question: Whose ears are long? Whose ears are short? Whose ear is covering your face?

Guide children to compare: donkey ears are long, horse ears are short, and elephant ears cover their faces.

Third, guide children to say the second part of nursery rhymes.

Teacher: Who else attended the concert? Let's take a look.

Show pictures: cats, monkeys and dogs.

Question: Whose ears are pointed? Whose ears are round? Whose ears can hear far?

Guide children to compare: cats have sharp ears, monkeys have round ears, and dogs hear far.

Fourth, group children's songs in the form of questions and answers, and the teacher guides them with pictures.

Fifth, perceive music.

Teacher: The audience is all here. The concert begins now.

! Please listen to the lyrics carefully when listening to the concert and see what you find.

Play music: "Whose ear"

Teacher: You have finished listening to the music. What did you find? (The lyrics are the same as nursery rhymes)

Seven, the game: find ears

Let the children match the animal's head and ears.

Eight, reading routines: children with music holding books, turning over books,

Nine, the problem extension

Teacher: What other small animals have different ears from others?

Ten, take the children out.

Teacher: Let's go to the forest and see what other small animals have ears and others.

Small animals are different, right?

Quit singing children's songs

Teaching plan for language activities in large classes 3 i. Activity objectives

1. By observing the actions of people and animals, learn to describe and say a complete sentence with adjectives you have mastered.

2. Listen carefully to other people's descriptions and develop good listening habits.

Two. Activities to prepare

Trees, grandmothers, little brothers, rabbits, monkeys, wolves and other groups of dynamic pictures.

Three. director element

1. Activity Focus: Learn to describe pictures with adjectives you have mastered.

2. Activity difficulty: speak coherently and completely with the right words and repeat other people's statements.

3. Guidance points: Children should carefully observe the dynamics and expressions of people, animals and plants in the picture, and inspire them to describe the picture with the adjectives they have mastered, and pay attention to listening.

Four. Activity process

1. Explain the task

Teacher: Look at the picture today and say a complete sentence to see who speaks it well. (Three elements are well said: Who is this? How to describe him with adjectives? What is he doing? )

2. Familiar with games (such as little brother)

Q: Who is this?

What kind of little brother is this? Ask children to use adjectives they have learned, such as chubby, smart, cute, naughty and lively. )

What's this cute little brother doing? Ask your child to say a complete sentence according to the picture, such as "cute little brother is running" or "cute little brother is exercising", or you can make others' words longer. )

3. Let children touch cards to play games.

(1) Say the picture in complete sentences.

(2) Make others' words longer.

4. Children's independent games

(1) Find some children with strong abilities to be questioners, and the children will play games in groups.

Let the children touch a picture at will and make sentences according to the picture. If you touch the little monkey,

It can be said that the clever little monkey came up with a good idea, or it can be said that the naughty little monkey is climbing a tree, and so on. The sentences you say must be complete, and no one can repeat them with other children.

(2) Teachers should tour to observe and guide (pay attention to other people's answers and don't repeat other people's statements. )

(3) Teachers organize children's comments and will reward some pictures to describe suitable and creative children.

Teaching plan for language activities in large classes Part IV Activity objectives:

1, let children understand the content of prose, cultivate children to speak boldly in front of groups, use various vocabulary appropriately, and develop children's oral expression ability.

2. Through listening, speaking and doing, cultivate children's ability to perceive beauty, express beauty and create beauty, and feel the caring humanity between animals and plants.

3. Encourage children to be willing to participate in performance games and imagine boldly.

4. Cultivate interest in literary works.

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

Activity preparation:

PPT, music

Activity flow:

Firstly, introduce situational dialogue and transfer experience.

1, listen to music.

T: look! There is a forest here. Let's play in the forest! (Large-scale forest background) Hear the sound of rain.

T: Listen, what's that noise? What happened? It's raining, we don't have an umbrella, so let's find a place to shelter from the rain in the forest! ! Judging from the teaching plan. ! (Remind the children to shelter from the rain in twos and threes, and help each other to shelter from the rain. The teacher can demonstrate.) When the rain stops, the music begins.

T: The rain stopped, and a rainbow led to the outside of the forest. Let's step on the rainbow and go back to our seats.

2. Talk about the game experience:

We went to the forest to play just now. How do you shelter from the rain when it rains? Where are you hiding? Remind children that two good friends can shelter from the rain together or help others to shelter from the rain together. You can move, you can experience mutual care. )

3. Summary:

T: When it rained just now, all our children found shelter in the forest, and some even helped each other.

Second, appreciate and understand prose.

1, enjoy the complete recitation.

T: It happened to rain, and a group of small animals also went to the forest to shelter from the rain. Who are they? Who helped them? Let's enjoy a beautiful essay called "The Forest in the Rain". (teacher recites)

Q: Who comes to shelter from the rain in the forest? (Show the answers of animals and children aside)

Who helped these little animals? (After the children answered, the teacher recited this sentence and summarized it, putting banana leaves. )

Summary: Look! The banana tree gives each guest a leaf, and the small animals are no longer afraid of getting wet in the rain. They are very happy. Guess what they will say to the banana tree. (Thank you, etc.)

If you show animals on one side, stick double-sided tape on the edge of banana leaves. It is convenient for the link below to move the picture into the background. )

2. Enjoy complete music reading.

Ask questions and introduce appreciation. So what did they do to be happy? Let's listen to this passage again. (Listening to music, the teacher points to pictures)

Question: What did the small animals do in the forest in the rain? (Put it another way: What did xx animals do in the forest in the rain? )

What does it feel in its heart? What's it thinking? When children talk about an animal, say what they are doing first, and then ask. )

Frog, ladybug-happy, squirrel-caring for friends, spider-loving beauty)

T: Look how happy they are. Xiaoyu has come to play games with them! What has it become? Small animals are so happy to watch. (Guide the children to talk together and pick mushrooms. )

Summary: Although the rain brought a little trouble to the small animals, the banana tree helped them. They play games in this rainy forest: some dance, some play in tents with leaves, and some care about other small animals. They are very happy now, and the forest in the rain is more lively!

3. Appreciate the key paragraphs of prose (including animation)

Do you like the forest in the rain? Let's listen again and think about why we like the forest in the rain. You can learn from the small animals inside.

4. Transition to complete appreciation Question: Do you like the forest in the rain best? Why? Do you like these animals? Why do you like these animals? ) Guide children to tell the characteristics of animals.

T: The forest in the rain is really interesting. It's really interesting. Let's enjoy it again. It can be euphemistically said, and it can also be expressed by actions. Fully appreciate the prose with animation)

5. From creativity to performance appreciation.

T: Small animals do a lot of happy things when they hide from the rain in the forest. If you were a small animal, what would you do in the forest? (Children speak freely)

Summary: It turns out that rain can bring so much happiness to the forest and do so many happy things.

Play music.

Listen! It is raining again! Let's become small animals in prose and go to the forest together.

Language activities in large classes Lesson 5 Activity objectives:

1, learn to write letters to express feelings.

2. Be able to say one thing clearly and coherently.

3. Experience the happiness of helping others.

Activity preparation:

1, experience preparation: children know the meaning and basic format of writing letters, and know common sense such as stamps and sending letters.

2. Material preparation: a letter from a kindergarten child in the disaster area, a large piece of writing paper, pens, envelopes and stamps.

Activity flow:

1, read letters to arouse children's emotions and desire to reply.

(1) Introduction: This is a letter from a kindergarten child in the disaster area. It has been raining and flooding there recently, and the situation is very bad. Let's see what they want to tell us and what help they need.

(2) Discussion: Children are worried about them after reading the letter. What do you think we should do for them?

2. Discuss the contents of the exchange letter.

(1) Introduction: The children in the disaster area have encountered difficulties and need everyone's help. Let's write them a letter first.

(2) Discussion: On what paper? How to write? What is the content?

(3) Guide children to exchange the materials, formats and contents of letters.

(4) Summary: Writing back to the children in the disaster area can bring us care and comfort, and they must be very happy. When we write a letter, we should write it on stationery and express our concern, greetings and preparations in words or pictures according to the format of the letter to help them do everything.

3. Write letters in groups.

(1) In the grouping, children choose to combine writing and drawing, or draw and write letters; One child is responsible for writing or drawing, and the other children tell stories.

(2) After the letter is written, read the contents of the letter together.

4. Read a letter to everyone in each group.

Each group took turns telling everyone the contents of the letter, and everyone supplemented and revised each other after listening.

5. The teacher demonstrated writing letters.

(1) The teacher organized a collective defense according to the letter writing situation of each group of children.

(2) Instruct the whole class to write down the contents of the reply on a big stationery according to the format and steps of writing letters.

(3) The teacher reads the contents of the defense to the children and asks them to make suggestions for revision and supplement.

6. Pack and mail letters.

Guide the children to put the letter in an envelope, write the address, stamp it, seal it, go to the post office with the children, or drop the letter into a nearby mailbox together.

Activity expansion:

1, you can choose to write to your family, teachers or relatives who are away on business; If possible, you can prepare a computer, input the words in the child's reply into the computer one by one, and display them on the big screen. Then the teacher pointed to the words on the screen and read the letter sentence by sentence with the children. You can send a letter by email and ask the other party to reply by phone or email after receiving it: "Thank you!" Use modern technology to let children experience the speed of "sending letters"; You can demonstrate how to exchange letters by fax machine, so that children can understand many ways to transfer information quickly.

2. Regional activities: provide all kinds of materials for writing letters, so that children can write letters by cutting and pasting or painting, and feel the process and happiness of writing letters.

Language activities in large classes Teaching plan 6 Activity objectives:

1, guide children to understand quantifiers correctly.

2. Speak in words by observing the pictures.

Activity preparation:

A letter painting

Process:

First, the story import (a letter)

1, Mingming and Honghong are good friends. One day, Mingming wrote a letter to Honghong and invited Honghong to his home. However, when Honghong read this letter, she felt very strange. She kept laughing until her stomach ached. Guess why Hong Hong laughs like this.

I also want to know the answer. Let's look at Mingming's letter. I'll read it to you, and then you can tell me the reason for the red smile, ok?

Dear Rhett:

Hello! I am your good friend Mingming. On Saturday, my mother took me to the city and bought me a dress, a pair of trousers and a shoe. Mom also bought a lot of delicious food, including a chicken leg, two fish, three cucumbers, four apples and five pears. Would you please come to my house for dinner?

Your friend: Mingming

Do you want to laugh after hearing this letter? Why? What's so funny?

It is obvious that he said something wrong. (quantifier)

Let's help Mingming correct it. Who will say the correct quantifier for clothes, pants and shoes? ...

6. Teacher's summary: Don't make mistakes in quantifiers, and mistakes will make jokes. )

Second, learn nursery rhymes.

1, will you also say the quantifier wrong? Let the teacher test you. Show pictures of objects involved in quantifier songs, and let children say the correct quantifiers one by one.

2. The children are very clever. They got all the quantifiers right. But what should I do if I can't use quantifiers correctly? Who can think of a good way to help Mingming correct his mistakes?

3. I also thought of an idea. Let's teach Mingming to learn a Song of Quantifiers.

A cow, two horses, three carp and four ducks,

Five books, six pens, seven fruit trees and eight flowers,

Nine planes and ten cars. Don't get the quantifier wrong,

If you say it wrong, you will make a joke.

(1) The teacher demonstrated singing children's songs.

(2) Teachers teach reading.

(3) The teacher said the first half and the child said the second half.

4, hey, many children have learned it, so I won't watch it. Let's listen.

Third, according to the changes of quantifiers

1, look! Mingming also sent us some pictures.

(1) The teacher shows a picture of a bird. What is the picture? A bird

The teacher showed a group of pictures of birds. What does this picture show? bevy

(2) The teacher shows a picture of a flower. What is the picture? A flower

The teacher showed a bunch of pictures of flowers. What is this? a bunch of fresh flowers

(3) Teacher: A bird, a flock of birds, a flower, a bunch of flowers. Why do similar things use different quantifiers?

(4) Teacher's summary: the former represents a single quantity, and the latter represents multiple quantities. Quantifiers are different when the quantity is different.

2. Think about it: You can also say those similar words and change different quantifiers?

Fourth, the game "Shuo Quantifier"

The teacher said "clothes" and the child said "a dress" ......