Language Activity Design for Kindergarten Classes "Speaking the Opposite"

Design of language activities for kindergarten classes "Speaking the Opposite" (5 general articles)

The most important thing in education is to respect human dignity and protect children's hearts. This cannot be done There is no real education at all. Below is the language activity design for kindergarten classes "Speaking the Opposite" that I compiled. Let's take a look.

Design of language activities for kindergarten classes "Speaking the Opposite" Part 1

1. Design Intention

1. Text Content Analysis

Listening and Speaking Game means listening and speaking. Listening and speaking game is a language education activity that transforms the key content of language learning into game rules and expands children's vocabulary through listening and speaking. Teachers guide children's game activities through language. The "Guidelines for the Development of Children Aged 3-6" emphasizes the need to cultivate children's listening and expression. Children in large classes have certain life experience. As a teacher, I chose this text "Speaking of Opposites" to cultivate the development of children's logic and thinking by saying some common antonyms in life. The text is linked to children's language development and pays attention to the diversity of materials. And ensure that every child can be satisfied and successful in activities.

2. Analysis of young children

Children in the upper class have entered a state of word saturation. If they are not stimulated through interest to use words, boring methods will not help them better acquire word accumulation. . The same is true for the children in our class, so through this opposite listening and speaking game activity, the children's vocabulary and life experience can be better connected.

2. Activity goals

Knowledge and skill goals: to correctly perceive and speak positive and negative words in life situations, and to grasp their meanings.

Process and method: Have quick language response and expression ability in mastering the rules and gameplay of positive and negative games.

Emotional attitude and value goals: experience the joy of games and develop children's language expression ability.

3. Important and difficult points of the activity

Key points of the activity: Master the positive and negative gameplay and speak complete positive and negative words.

Difficulties of the activity: Master the rules of positive and negative games, and respond and express quickly.

4. Activity preparation

Material preparation:

Courseware; several picture cards expressing positive and negative words in life; corner parts: small box, fish tank filled with water (Prepare one for each child), table tennis balls, glass balls, and several toys of light weight, thickness, and length.

Knowledge and experience preparation:

Children in my class have learned and played games related to opposite words in the language area corner before, and have already had preliminary operational perception.

5. Activity process

(1) Set up the game scene, and the teacher shows the pocket to arouse the children's interest.

The teacher displays table tennis balls and glass balls, allowing the children to perceive and speak positive and negative words, and the teacher summarizes.

Teacher: Teacher, there is a small box here. Children, do you want to know what is inside? Come and touch it, what do you touch?

Children: Table tennis.

Teacher: Touch it again, what do you touch?

Younger: Glass ball.

Teacher: The table tennis ball is big and the glass ball is small, so a group of words with opposite meanings like big and small are called antonyms.

(2) Introduce the rules and gameplay of the game and guide children to say antonyms

1. Teachers introduce the concept of antonyms into life so that children can continue to perceive them.

Teacher: There are many such words in our lives. Now the teacher has a fish tank filled with water. The teacher puts the table tennis ball in and see what happens.

Young: The ping pong ball floats on the water.

Teacher: Now the teacher puts the glass ball in the water, what do you think will happen to the glass ball?

Younger: The glass ball will sink.

Teacher: Sure enough, the glass ball sank. (The teacher puts the glass ball into the water) It turns out that sinking and floating are also a pair of antonyms.

Summary: It turns out that words with opposite meanings are called antonyms.

2. The teacher introduces the rules of the game

Teacher: Now the teacher puts an empty fish tank on each child’s table, and asks the children to go to the corners and choose two different ones of thickness, weight, and length. Place a toy in your own fish tank and tell the teacher the toy you chose.

(3) Teachers guide games to strengthen the learning of antonyms

1. Teachers lead children to play games to further deepen the impression of antonyms.

Teacher: Children, what did you choose?

The children also said the opposite words, such as weight, length, thickness, height, etc.

Teacher: These words all express opposite meanings. Children, you have to remember them. Let’s play another game, shall we?

Young: Okay.

Teacher: Next, the teacher will show some pictures showing antonyms and antonyms, and ask you to name its antonyms and express them with actions.

Teacher: What is on this picture card? (Teacher shows the picture of the door opening)

The children answered closing the door and closed the classroom door.

Teacher: What is on this picture card? (The teacher shows the picture of the blackboard)

The child answered white and pointed to the wall.

After the teacher finishes asking questions about several picture cards, he enters the next stage of the activity.

(4) Children’s independent games

1. The teacher divides boys and girls into two groups, 1 and 2, and sends one child to each group.

2. Ask a child in group 1 to show a picture, and the children in groups 2 collectively speak out the antonyms. For a total of *** one minute, ask other children in group 1 to count out 2 groups. Number of children’s correct answers;

3. Ask a child from group 2 to show a picture, and children from group 1 collectively speak out the antonyms. For a total of *** one minute, ask the other two groups of children to count the number of answers given by one group of children.

4. The two groups will compete to see which group is better, and consolidate and review antonyms through game competitions.

6. Activity extension

Ask children to recall the antonyms they learned today, record them by drawing, and share the communication results with their peers.

7. Reflection on the activity

The activity is compact, and the final children's independent game session further helps children strengthen their antonym memory through game competition, and can well train children's reaction ability. . However, the teacher did not award small prizes to the winning teams after there was no competition in the game. Perhaps the children's enthusiasm did not achieve the desired activity effect and needs to be corrected and improved. Language Activity Design for Kindergarten Classes "Speaking of Opposites" Part 2

1. Activity Objectives

1. Understand the meaning of antonyms.

2. Be able to say the corresponding nouns, quantifiers and antonyms of opposition according to the content of the picture, and then combine them appropriately to form a children's song.

3. Experience the joy of helping others and cultivate children’s willingness to help others.

2. Activity preparation

Practice the use of quantifiers and multimedia courseware before class

3. Activity process

1. Greetings from teachers and students , ask the children to talk about what antonyms are. (Words with opposite meanings)

2. Game: listen to the rhythm and say the antonym.

3. Create a situation: The caterpillar is lost and its wings are missing. It needs to find its wings and return home. Arouse children's interest.

The caterpillar asks the fairy, and the fairy asks the children to help the caterpillar, tell the secret language of each house, open the house, and find the things inside to find the wings. Inspire young children's passion for helping others.

4. Discover the first house, observe the picture, and ask:

(1) What did you see? (Elephants and birds)

(2) How many are they? What should we say?

(3) Let’s try what we just said, (an elephant and a bird) and find that we can’t open the door.

(4) Let’s see what is the difference between an elephant’s body and a bird’s body? (Big, small)

(5) We can use the antonyms of big and small to describe it. We can say "one is big and the other is small".

(6) Let’s try to combine these two sentences. (One big, one small, one elephant and one bird)

(7) It was found that the door can be opened. The teacher summarized: Name a pair of antonyms and say the content on the picture.

5. Found the second house, observed the scene, and asked:

(1) What did you see them doing? (Cycling, walking)

(2) What is the quantity? What should we say? (One person rides a bicycle and the other person walks)

(3) Let’s see where the cyclist went? Where is the person walking (in front)? (Back)

(4) Then we can say "one in front, one in back" and put the two sentences together: "one in front, one in back, one rides and the other walks"

(5) Teacher summary: The antonyms should be stated first, and the content should be stated last.

6. Found the third house, observed the picture, and asked:

(1) What do you see in the picture? What should we say?

(2) How many leeks are there in this bundle? What about grass? Are there more leeks or more grass? What can we say? (One is more, the other is less)

(3) Put the two sentences together. (One more, one less, a bundle of leeks and a straw)

(4) Encourage young children.

7. Discover the fourth house, observe the pictures, and ask:

(1) Did you find their opposites? What should we say? (One black, one white)

(2) Add the animals you saw. (One black, one white, one crow and one goose)

8. Found the fifth house, observed the picture, and asked:

(1) What animals are there in the picture? (A fat pig and a monkey)

(2) What differences did you find about their bodies? Guide the children to say "one is fat and the other is thin"

(3) Ask the children to connect the two sentences.

9. Found the sixth house, observed the picture, and asked:

(1) Children, after seeing this picture, do you know what to say?

(2) Guide the children to say "one long, one short, a bamboo pole and an umbrella"

10. After opening all the rooms and getting 6 numbers, still Can't find the wings, ask the fairy for help. (Read the courseware)

11. Ask the children to look at the pictures and guide them to connect the pictures to form a children's song.

12. Help the caterpillar find its wings and experience the joy of helping others.

13. Invite children to fly with the butterflies.

Activity extension: Ask children to draw beautiful butterflies and display their works. Language Activity Design for Kindergarten Classes "Speaking the Opposite" Part 3

Design Background

This activity is designed to allow children to find, think, and speak in the classroom and in life. Let’s talk about antonyms. According to observations, the children in my class show a strong interest in antonyms, and occasionally reveal them in conversations and try to use them. When designing activities, I focused on taking into account the differences in the development of each child, so I designed several games with varying degrees of difficulty to ensure that every child has the opportunity and ability to participate, so that every child can participate in the activities. can achieve satisfaction and success.

According to the characteristics of children’s thinking, I tried to introduce pictures, starting from the environment (classroom) that the children are most familiar with, and gradually transitioning to the children’s existing life experiences. The children learned from the two items Find a pair of antonyms and eventually multiple pairs of antonyms for two items. During the activities, children's thinking agility and oral expression skills are developed and strengthened.

Activity goals

1. Know that many things in life are opposites, and be willing to find antonyms based on changes in the game.

2. Able to listen to instructions clearly, abide by the rules of the game, and be willing to boldly express your findings in the group.

3. Develop children’s thinking agility and oral expression ability.

4. Encourage children to dare to express their opinions boldly.

5. Cultivate the ability of detailed observation and more complete expression.

Key points and difficulties

Key points: Know that many things in life are opposite.

Difficulty: Be willing to boldly express your findings in the group.

Activity preparation

Everyone has a picture, a plastic basket, a pen, paper, building blocks, bottles, flower pieces, clay, small ropes, and small toys.

Activity process

1. Introduction of topics from "The Tall Man and the Dwarf".

Let young children know that height and short have opposite meanings. They are a pair of antonyms.

2. Game: Find Friends

1. The teacher explains how to play the game. Children understand the content of the picture based on the picture provided by the teacher, and find a friend. The content on the friend's card is exactly the opposite of their own.

2. Find your friends, sit down together, and then introduce the content of your pictures to your friends in turn.

3. Rules: The two pictures must have opposite meanings.

3. Game: Take turns answering questions

1. Guide children to find antonym friends in the classroom and in life through daily observation.

2. Divide into groups to compete and see which group wins.

3. Rules: a. The two things you say must have the antonym of friend.

b. You cannot say what others have said.

IV. Game: Do the opposite

1. The teacher says the words and asks the children to use actions to express the antonyms. For example, if the teacher says "go forward," the child will move backward.

2. Rules: The teacher says, don’t do the action; the children don’t say, but they must make accurate actions.

5. Game: Change

1. The teacher explains how to play the game, and the children change the toys by "moving" and "changing" according to the toys provided by the teacher. position, etc., to find various antonyms.

2. Encourage children to give full play to their imagination and use symbols and graphics to record their findings.

3. Rules: Children must find antonyms related to objects.

Teaching Reflection

I focused this language activity around learning antonyms. During the activity, several games of different shades were used to allow children to master and understand words in a relaxed and pleasant atmosphere. By consolidating antonyms, teachers can fully mobilize children's enthusiasm for learning. Through various senses, each child can actively interact with teachers and peers through activities such as looking, talking, searching, and thinking. This activity enables children to actively interact with teachers and peers. The language expression ability has been well exercised and improved. Language Activity Design for Kindergarten Classes "Speaking the Opposite" Part 4

Activity goals:

1. Guide children to think actively, understand antonyms, and enrich children's vocabulary.

2. Experience the joy of games and develop children’s oral expression ability.

Activity preparation:

1. Each person holds a small card and puts it under the seat in advance. Men and women sit in two square formations.

2. There are six groups of matching pictures (one group of 2) and two flip cards.

3. One big ball and one small ball.

Activity process:

1. Guidance topic: Show big and small balls, children observe and reveal antonyms.

The teacher brought us two good things. What are they? What are the differences? (Big and small are a pair of words with opposite meanings, we call them antonyms).

Looking carefully at these two balls, can you tell us any other opposites? (Smooth, rough; soft, hard, etc.).

2. "Say the opposite" game

1. Now, the boys team and the girl team will have a "say the opposite" game. First, let’s introduce the rules of the competition:

① There are three rounds in the first round of the competition. During the competition, after hearing the teacher’s command, raise your hand to answer.

② If the answer is correct, 10 points can be added; if the answer is wrong, no points can be added. In the end, the better team with more points is the champion team.

③ During the game, points will be deducted if there is noisy or other foul behavior. Then the team with serious performance and good discipline can get additional points.

2. The competition officially begins.

The first round: picture matching.

Requirements: Each team invites three members to paste two pictures with opposite meanings together, and compare which team can paste them faster and better, and which team has better discipline.

①Three members from each team match the pictures and post them on the blackboard (remind the children to check);

②All team members look at the pictures one by one and say the opposite.

Ask all members of the two teams to be ready. The teacher takes turns asking the children to look at the pictures and say the opposite. First take a look at the first set of pictures.

By analogy, there are 6 groups of pictures.

(Cold, hot; bitter, sweet; rising, falling; up, down; deep, shallow; square, round; black, white; cry, laugh; long, short; open, close; open, Close; rise and fall; thick and thin; early and late; open and close)

③Summary the score and comment on the situation of the children.

In the second round, let’s see who has the best answer

Requirement: Look carefully around you and think about other opposite phenomena in daily life. Also ask the two teams to take turns to answer. Pay attention. Don't repeat.

①Children’s competition

②Score and comment

In the third round, change and talk about it

Show two identical Please use your brains to think about how to change the pen and find its opposite.

①Children answer and demonstrate;

②Calculate scores and announce the winning team.

Extension: Game "Finding Friends"

After a fierce competition, let's play a game to relax.

Requirements: Listen to the music "Find a Friend", each child takes out the card under the seat and looks for a friend who has the opposite meaning to his or her pupils. After you find it, listen to the music, follow the example of the tall person walking, and the dwarf walking, leave the classroom, and go to the back to find the opposite. Design of language activities for kindergarten classes "Speaking the Opposite" Part 5

1. Design Intention

This activity is designed to allow children to find and think about related objects and life. , talk about antonyms. According to the characteristics of the children in my class, they showed a strong interest in antonyms at the end of the middle class and were able to speak some. After school started, I guided the children in daily activities to try to use antonyms to describe things. However, in actual application, children often made mistakes, so I chose to design guidance activities.

In the design, we take into account that children have just been promoted to the upper class and there are differences in their development. Therefore, when investing in materials, I pay more attention to the life-like, diversified, and layered nature of the materials to ensure that every child can be satisfied and successful in the activities.

At the same time, based on the children’s thinking characteristics, I started with the familiar physical objects around the children, and gradually transitioned to being able to get rid of the physical objects and tell stories based on my own existing life experiences. Children found one pair of antonyms for two items, multiple pairs of antonyms for two items, and finally multiple pairs of antonyms for only one item. The children's thinking has also been exercised.

In the activities, the agility and correctness of children's thinking are developed and strengthened by the speed and changes of the game speed, and the collective and individual changes in form.

2. Activity goals

1. Encourage children to explore boldly, search and think about it. Find antonyms in life.

2． Encourage children to think positively and express themselves loudly and clearly.

3． Cultivate children's optimistic and cheerful character.

4． Cultivate children's spirit of experimentation.

3. Preparation for activities

Things that children often come into contact with (paper, pens, books, toys, etc.)

The difference between two people in one homemade picture (omitted)

　① Laughing, crying ② Fat or thin ③ Tall or short ④ How much hair ⑤ Wear long sleeves or short sleeves ⑥ One red shorts, one black shorts

⑦ As soon as you open your eyes, Close your eyes

IV. Activity design

(1) Find antonyms in objects

1. Today we will play a game called "Say the Opposite". There are many things here. I will ask you to look for two things later, and then look for the opposite meanings in these two things. Let the children look for it, and ask each child to tell what they are looking for.

Rules: ① The two things you are looking for must have "antonym" friends.

② Try not to say what others have said.

2. Show pictures and encourage children to find pairs of antonyms.

Rules: Same as above

3. Show a glass of water and ask the children to name pairs of antonyms.

Rules: ① The thing you are looking for and the thing in my hand must have "antonym" friends. (More and less, light and heavy, left and right, up and down, big and small)

　②You cannot say what others have said.

(2) Looking for antonyms in life

1. Think about what other "antymous" friends you have at home, on TV, on the road, or in the classroom, and wait for me to tell you when you find them. "Start" and stand up, (stand up and express freely) and tell everyone later.

Rules: ① The two things you say must have antonyms of friends.

②You cannot say what others have said. 1. The teacher asks, and the children answer (for example, the teacher says soft, and the children look for hard). Speed ??from slow to fast.

2. Children play cooperatively, asking questions and answering questions.

Two good friends form a carriage, one asks and the other answers. If they say something right, they clap their hands to express approval. All right, this train is ready to go.

5. Extended activities

Encourage children to continue to look for antonym friends around them.

Teaching reflection

The large class is in the enlightenment period of language learning. The characteristic of children's learning is that it cannot be separated from concrete and rich life experiences. Therefore, the content and organization of children's learning activities cannot be separated from Life is practical.

Based on the activity goals, especially the key points and difficulties of teaching, I organically combine them with the operational forms that children like to see and hear, and arrange them appropriately in the process of teaching activities.

When teaching new lessons, I use methods such as asking children to count with their eyes to stimulate their interest in learning and mobilize their enthusiasm.

At the same time, it develops children’s observation, imagination, oral expression, movement performance and thinking agility. Cultivate children's spirit of actively using their brains, daring to explore, and daring to try.

The purpose of designing activities is to guide children to learn through play and practice through fun. In the teaching process, I designed five links:

1. Stimulate children's interest in learning antonyms.

2. Use games such as standing in line, learning to jump frogs, and dressing up to let children understand what antonyms are during their attempts.

3. Use pictures to guide children to observe and try to say the opposite. Word

4. Organize children to find antonyms in life.

5. Use children’s songs to use antonyms to answer conversations

During the teaching process, the children were more active in the first three links, and they all rushed to talk, but when it comes to organizing children to find antonyms in life, During the session, I found that some children were at a loss and had to be prompted to find the information.

This also made me aware of my loopholes. I usually neglect the accumulation of life knowledge in young children. In response to these problems, in the future teaching process, lessons should be learned. In the process of lesson preparation, the teaching materials should be studied repeatedly to consider whether the designed questions meet the actual needs of children, and strengthen the combination of situation and activity content.

Give children the initiative in learning and give them more space for learning activities. I believe that children will be able to enjoy their language learning life. ;