Teaching plan for large class language activities

As an excellent teacher, you often need to prepare lesson plans, which help students understand and master systematic knowledge. So what kind of teaching plan is good? The following are five teaching plans for language activities in large classes, which I compiled for reference only. Let's have a look.

Teaching plan for Chinese activities in large classes 1 activity objectives:

1, feel the fun of the story and experience the fun of guessing.

2, can use more coherent sentences, boldly express their ideas in front of their peers.

3. Understand that peers should understand each other when they encounter difficulties, use their brains and find ways.

Activity preparation:

Material preparation: courseware, bowl, rat and bear headdress.

Environmental preparation: the chairs are arranged in an arc shape.

Activity flow:

First, lead to the story.

1, Teacher: The teacher brought something for the children. What is this? (Show a big bowl) Let the children touch it with their hands and talk about their feelings.

2. Teacher: Today this big bowl will bring a wonderful story to the children. What kind of story is it? Please listen carefully. Who is in the story? Then something happened. Who did they meet and what happened in the end?

Teaching suggestions:

① Guide children to touch with their hands and talk about the characteristics of bowls.

② Encourage children to learn a new word: nudity.

Second, analyze the story in sections (see the courseware)

1, honey juice found. At first the bowl was bare, but as soon as it climbed up, it slipped down-what should I do? )

Teacher: (1) How many mice are there in the story? What kind of place did they come to?

(2) What will be sweet and greasy?

(3) Rats can't eat it. What shall we do, children? Why don't you try to help them?

Teaching suggestions:

① Guide children to learn new words: blue blue.

Encourage children to make bold guesses and enrich their common sense of sweets.

2. I accidentally got honey. The teacher continued telling the story until "Big Bear saw four little mice stealing their honey".

(1) Teacher: When the bear finds out that the mouse has stolen his honey, what will he do to the mouse? What do you think bears will do?

(2) Look at the courseware and make a summary: Let the children know that they should be as tolerant and considerate as Uncle Xiong when they encounter something unsatisfactory.

(3) Let the children act out the dialogue between the bear and the mouse according to the story.

Teaching suggestions:

① Guide children to express their attitude with body language when guessing Uncle Xiong's attitude.

(2) When performing, children can be provided with headdresses to encourage them to express bears and mice in an unreasonable tone.

3. Build a bowl house (continue telling stories until "the little mouse dug four holes in the upside-down bowl-") and show pictures of the upside-down bowl.

Teacher: Think about what they will do with this upside-down bowl. What exactly does a mouse do? (Continue to finish the story)

Third, the story is over.

Who wants to give this story a name?

Fourth, appreciate the courseware completely.

1, Teacher: So many interesting things happened between the mouse and the big bowl. Let's listen to it again.

2. Question: Who do you like in the story and why? Have you ever done anything tolerant?

Conclusion: Be tolerant of others and you will have many good friends. Let's all be good children who are willing to tolerate others.

Teaching suggestions:

Transfer experience and tolerate others, and you will have many good friends.

Activity evaluation:

Children's perspective: What impressed you about children's activities? Why?

Teacher's opinion: What elements do you think are crucial in the design and organization of this activity?

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

1. According to the plot and problems set in the story, actively use your brains to find a more reasonable solution to the problem.

2. Be able to boldly express your thoughts and opinions in clear and coherent language.

3. Experience the pleasure of trying to overcome difficulties and achieve success, knowing that only in this way can you become smarter.

Activity preparation:

Multimedia courseware, small basket, water pear pictures, etc.

Activity flow:

Firstly, introduce the role and lead to the topic.

Today the teacher brought a nice story. do you want to hear it ?

1. Show it to the rabbit. The teacher asked, Look, children, who is it? What does it have in its hand?

Rabbits bring us a message that there is a smart city in the distance. There is a little blue cat angel living in the smart city. The touch of his wand will make him very clever. Do you want to go, children?

Ok, let's go to Smart City with Tutu.

Second, play multimedia courseware and unfold the story.

1. Watch the multimedia pictures and inspire the children to tell how rabbits cross the river.

(1) Where has the bunny come? What can he do to cross the river?

(2) After carefully observing the pictures, the teacher instructs the children to say the ways to cross the river, inspiring them to imagine boldly and say all kinds of ways to cross the river in clear and coherent language.

(3) Watch the rabbit cross the river.

How did the rabbit cross the river? Guide children to distinguish. What happened after crossing the river?

2. Watch multimedia pictures to inspire children to help little dinosaurs solve the problem of dividing apples.

(1) Question: There are three apples in the basket. Three little dinosaurs should each have an apple, and there should also be an apple in the basket. How to divide it?

(2) Children tell their own methods.

(3) Give children props, in groups of three, and encourage children to score one point. Please tell the right children. Do you have different ideas from him?

(4) Teacher's summary: Let's see how the rabbit helped the little dinosaur divide the apples. Children in pairs are encouraged. How did the rabbit help the little dinosaur divide the apples? (Children tell) What difficulties will the bunny encounter?

3. Watch the multimedia screen and encourage children to imagine the way rabbits avoid wolves.

(1) Where did the rabbit come from? Who is here at this time? What happens when a wolf sees a white rabbit? Alas, let's do something for the little white rabbit! What should rabbits do?

(2) Narrative methods of individual children after discussion.

(3) The teacher summarizes the methods of demonstrating rabbits. How did the rabbit do it? What will happen if the rabbit keeps walking?

4. Watch polyhedral pictures to inspire children to come up with a variety of ways to play newspapers.

(1) Question: As long as you can think of more than three ways to play newspapers, you can enter a smart city.

(2) Give a play to children's newspapers.

(3) Ask children to demonstrate various ways to play newspapers. What method did you come up with to play with the newspaper?

(4) Teacher's summary: Children really come up with so many ways to play newspapers. Let's see how rabbits play. Show the pictures for the children to tell. Bunny is really capable of coming up with three ways to play newspapers. Has the smart city been opened? The rabbit entered the wisdom city.

5. Children discuss the problem: The rabbit went all the way to the smart city. What did it think of to solve the difficulty?

Question: What do you think of the white rabbit?

6. Look at the multimedia pictures: The clever little white rabbit met the little angel of the blue cat and sang the theme song of the blue cat, becoming smart.

The third part of the teaching plan of language activities in large classes introduces the game activities in commercial streets;

Commercial street is a semantic cognitive game. Semantic cognitive ability refers to the ability to understand word information, such as understanding the meaning of a word, understanding some categories such as "animals and plants" and understanding the relationship between "big and small". The game activities in this unit are mainly to cultivate children's understanding of commodity categories and some relationships.

In the activity, through the game situation of "commercial street", let children know the names of various shops, and distribute the goods to different types of shops on the basis of understanding the characteristics of goods, and let children know the relationship of "size, quantity, length and height". Through this series of game activities, improve children's understanding of commodity categories and the above relationship. This unit consists of four activities.

"Commercial Street" Game Activity Arrangement:

Activity 1: Decorate the window (1)

Activity 2: Decorate the window (2)

Activity 3: Shops and Salespeople

Activity 4: Shops and Commodities

The goal of the game "Commercial Street" is to classify items according to their characteristics.

Understand the relationship between "size, quantity, length and height"

Learn to use some quantifiers

Be able to express some ideas boldly.

Next, I will introduce one of the four activities-activity 1 "window arrangement (1)"

Commercial street activities 1: window decoration (1)

Game material preparation:

Teaching AIDS: 4 large cards in shops (bakery, clothing store, shoe store and toy store).

Children's materials:

4 store cards (bakery, clothing store, shoe store, toy store)

16 commodity cards (4 food cards, 4 clothing cards, 4 shoes cards and 4 toy cards are selected from 32 commodity cards).

Key points:

Say the name of the store according to its appearance characteristics and understand its practical use.

Classify the commodity cards and put them in the corresponding shops.

Process: 1. Understand the store

2. Observe the commodity cards

3. The game "Window"

4. Communication and inspection

Activity flow:

(1) The teacher shows four big shop signs to guide the children to observe carefully and guess the name of each shop according to the appearance characteristics of the house.

Tips and suggestions: Teachers can introduce activities by "inviting children to visit the newly opened commercial street".

The purpose of this link is to let children judge the store name by observing the appearance characteristics of the store name. Teachers can also guide children to talk about what goods are sold in different stores.

(2) Children observe their own 16 commodity cards and name the items on each card.

Tips and suggestions: Teachers can focus on guiding children to know unfamiliar goods according to the actual situation of children in this class, and can also expand activities to let children name similar goods they know.

Teachers can also consciously guide children to learn to use quantifiers while saying names, such as one, one, one pair and one pile. ...

(c) the game "window decoration"

How to play: Children put their own 16 commodity cards in the corresponding stores, with 4 cards in each store.

Tips and suggestions:

The purpose of this link is to let children classify commodity cards according to their own understanding and put them in the corresponding stores.

(4) Children appreciate each other's operation results and check whether the items are placed correctly.

Tips and suggestions: When a child makes mistakes in the operation, the teacher can let the child talk about his own reasons.

Activity expansion:

1. When parents take their children out shopping, guide them to observe what goods are sold in different types of stores.

2. Guide the children to observe the goods displayed in the shop window and tell them what kind they belong to.

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

1, guide children to imagine according to the shape of two leaves and the plot of prose, and develop their imagination.

2. Stimulate children's interest in literary works and improve their oral expression ability.

3. Willing to appreciate prose and feel the beauty and humor of prose language.

4. Use your imagination freely and speak boldly in front of the group.

5. Guide children to learn in prose and realize life.

Activity preparation:

1, three pictures, the picture 1 is a few saplings with two leaves; Fig. 2 shows the background of two leaves like eyes; Figure 3 is the background of two leaves like ears.

The teacher prepared some pictures of animals and plants in the forest.

Activity flow:

1. Show pictures 1 to stimulate children's imagination.

Show the diagram 1 and ask: What's on the diagram? How many leaves does a tree seedling have? Please look after the children carefully. What are these two leaves like? (Children fully imagine) The teacher has a composition here. Let's listen to what these two leaves look like in the passage, shall we?

2. Teachers recite prose fragments to stimulate children's imagination.

The teacher repeatedly said, Look! These two new leaves are more like the eyes of a young tree. (Figure 2) Question: What are the two leaves in the prose like? (Like the eyes of a small tree) The eyes of a small tree look curiously. What does it see? (Children imagine telling, the teacher pastes the pictures prepared in advance into the background picture. ) Yes, Xiaoshu saw many beautiful things, just as the children said. How's it going? How does it view the world it sees?

The teacher continued to recite: Look! These two new leaves are more like the ears of young trees. (Figure 3) Question: What are the two leaves in the prose like? (Like a small tree's ear) The small tree's ear listens quietly. What did it hear? (The children imagine that after telling the story, the teacher will paste the prepared pictures into the background picture. )

③ The more saplings look at it, the happier they listen to it. When the sapling is happy, it will jump. What happened? (After children imagine) The teacher tells: Ha, the saplings will grow taller when they jump!

3. Learn to recite prose.

After the teacher recited the prose completely, he asked: What did the prose say? After the discussion, the teacher slowed down and guided the children to learn to recite prose by waiting.

4. Children's discussion: How do you feel after learning this composition? Guide children to experience the beauty of spring.

5. Expanding activities: painting saplings.

Draw two leaves on it. After painting, let the children talk about what their leaves look like, what they are doing, what they are thinking, and whether your sapling has grown up.

enclose herewith

Two leaves

A few days after the sapling was planted, two leaves grew.

Look! These two new leaves are more like two eyes on a small tree. Two eyes looked curiously, ah, what a beautiful world!

Look! These two new leaves are like two ears on a small tree. Listen quietly with both ears. Wow, this forest can sing!

The more saplings look, the happier they are. The more they listen, the happier they are. When they are happy, the saplings will jump. Ha! When the sapling jumps, it grows taller!

Activity reflection:

When cultivating children's language, we should grasp the reality of each child, master the rules of children's language learning, train and exercise in a planned way, let children watch, listen, speak and practice more, cultivate good language habits and create a good language environment, then children's language will certainly develop healthily.

Language activities in large classes Lesson 5 Activity objectives:

1. Guide the children around "Where is the cat doctor going? How can I cross the river? " Tell a complete and coherent story.

2. Guide children to make up reasonable plots according to the characteristics of various animals.

3. Inspire children to perceive, understand and express around key points through "association method and exclusion method".

4. Use your imagination freely and speak boldly in front of the group.

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

Activity preparation:

A wall chart of "Doctor Cat Crossing the River", some animals.

Activity flow:

First, lead-in: guide children to observe the picture, perceive and understand the picture content.

1. Where is this? Who is there?

-interspersed with stories (1)

Why did Doctor Cat cross the river?

Second, solve the problem.

1. Think with doubt. How can small animals help the cat doctor cross the river? (2)

2. Extension: Doctor Cat is in a hurry to cross the river. How can he get to the other side quickly and safely? (group discussion)

Third, retell the story

1. Tell stories coherently

Give the story a name

Fourth, after-school expansion.

If Dr. Cat wanted to ask you for help, how would you help Dr. Cat?

Story: Doctor Cat Crossing the River

It rained heavily several days ago, and many animals in the forest on the other side of the river caught a cold and got sick. They called the cat doctor to see them. Dr. Cat put the phone down, quickly picked up the medicine box and walked to the forest across the river. Walking to the river, he froze. The cat doctor was so anxious that he shouted, Meow! Who will help me cross the river? The big white goose who is swimming heard it, the buffalo who is taking a bath heard it, the elephant who is walking heard it, and so did the bunny sisters carrying buckets. They all said, it's okay, it's okay, we'll help you.

Activity reflection:

Early childhood is an important period of language development, especially oral development. Children's language ability is developed in the process of communication and application. It is necessary to create a free and relaxed language communication environment for children, encourage and support children to communicate with adults and peers, and let children want to speak, dare to speak, like to speak and get positive responses. Children's language learning should guide children to naturally develop their interest in words in life situations and reading activities.