Five implementation schemes of language activity teaching scheme in large classes

Early childhood is a critical period for language learning, and it is also the period of the fastest language development. It is an arduous task for kindergarten educators to cultivate children's language expression ability. The following are my carefully collected teaching plans for language activities in large classes. I will share it with you and enjoy it together.

Language activity teaching scheme for large classes 1

Activity purpose:

1. Let children know about the moon's waning and waning, and stimulate their interest in observing the moon.

2. Learn words: quantity, clothing, pity.

Activity preparation:

Picture physical projectors of different periods of the moon

Activity flow:

1. Ask questions to arouse children's interest: What can you see in the sky on a clear night? What shape is the moon?

2. Teaching: Miss Moon loves beauty very much and has always wanted to wear beautiful clothes, but there is nothing she can do. Does the child want to know what's going on?

3. The teacher tells the story of "Moon Girl Making Clothes" and puts pictures while talking.

After the lecture, please ask the children to think about it. Why has Miss Moon been unable to get dressed? I can't wear it because the moon changes every day.

5. Retell the story and discuss after listening: Is there any way for the child to make the moon girl wear beautiful clothes? Please use your head to find a way.

6. Activity extension: You can tell children why the moon is cloudy and sunny, and what is the relationship between the sun, the earth and the moon. The moon is actually a satellite of the earth. It goes around the earth, so we can't see it during the day. Because the sun is too bright, we can only see it when we can't see it at night. It reflects sunlight, and sometimes the shadow of the earth blocks it, so the moon we see is full and intermittent. )

Teaching scheme of language activities in large classes II

Activity objectives:

1, cultivate children's initial instant speech ability and situational performance ability, and improve their language expression ability.

2. Cultivate children's feelings of caring and loving the collective.

3. Improve children's ability of organization and coordination, assist teachers in daily class management, and enhance children's self-confidence.

Activity preparation:

1. Rehearse several groups of situational performances with children in other classes in advance: for example, two children are fighting for toys, and one child falls down and cries. (because the child's ability is limited, it is not done well. You can also invite several teachers to perform. )

2. Let parents know the information of running for the monitor in advance, and children can prepare their own speeches at home with the help of parents.

3. Several small judges were invited from outside classes to evaluate the children who participated in the election.

Activity flow:

First of all, the teacher announced that the content of this activity was "running for the small monitor".

Teacher: Children, the teacher has good news for you today. I found that every child in our class has been particularly capable recently. Therefore, the teacher wants to choose some small monitor from among you to help the teacher. Would you?

Child: Yes.

Teacher: That teacher wants every child to sign up actively. The teacher believes that you are all the best!

(Comments: The teacher's encouraging words are very inspiring, and the children are eager to try. )

Two, children to vote, and explain the reasons.

Teacher: Let's invite the children to talk. You can choose others or yourself. But tell me why you chose him or yourself.

Children can speak freely and give reasons for choosing others or themselves.

Teacher: Just now, the children all said their reasons for choosing others or themselves. Now, we ask you to choose your own children and your own children to come to the front. Welcome, children!

(I chose four children at the beginning) (Comments: Through the process of children choosing others or being small squad leaders themselves, I invisibly put forward a lot of rules about being a good small squad leader, which is much better than what the teacher explicitly stipulated. )

Third, the teacher asked the extracurricular small judges to "assess" the elected children.

Teacher: You know, children, it is not easy to be a small monitor. Not only do we have to love our class, but more importantly, we have to know how to do it. The teacher will test you next. We also specially invited several small judges from Class Two, Senior High School. Now, let's welcome them with warm applause.

(The children applaud and the judges sit down. Comments: It is really unusual for children to invite "small judges" from other classes. Not only the foreign judges go all out, but also the babies in this class will perform better. At this time, the teacher is not important, and the children have integrated into the whole atmosphere. ) perform a situational performance, let the contestants talk about their own views and integrate into the situation to perform. Teachers should also encourage children who have not participated in the election to make suggestions.

1, scene 1: Two children are playing with toys, playing, beating, beating.

Teacher: No, they fought, but the teacher is not here now. What should I do if I see it?

The children who participated in the election expressed their views and practices.

Scene 2: A child was found picking flowers in the garden of our class.

Teacher: Children, each of us should take good care of flowers and plants. What shall we do if the child picks our flowers?

The children who participated in the election expressed their thoughts.

3. Situation 3: During the nap time, a child not only doesn't sleep by himself, but also talks secretly with other children. What should you do if you find out?

The children who participated in the election expressed their thoughts and opinions.

4. Situation 4: A child fell down and cried. What should you do if you find out?

The children who participated in the election expressed their thoughts.

Teaching plan for large class language activities 3

I. Design Intention

Some time ago, there was a child in the class who was unhappy all day and was in a low mood. After communication, he learned that the family changed and the child's grandmother died of illness. The child was brought up by grandma and has deep feelings. It was hard to accept the news at that time. In order to get children out of trouble as soon as possible, don't immerse yourself in grief all day, but face the reality with a positive attitude. At the same time, let other children understand other people's emotions and put themselves in others' shoes, so I led out the book "Lamb Looking for Mother". Reading allows children and lambs to experience sadness, helplessness and despair together until they feel happy. Let children experience the sad mood of lamb after losing its mother and the warm feeling after finding its mother, and further cultivate their empathy and compassion.

Second, the activity objectives

(A) Teaching objectives

1, through empathy, experience the sadness and disappointment of the lamb in the process of finding its mother and understand the content of the story.

2, a complete story, according to the elements of the story (including the cause, process and result of the story) has a standardized expression.

3. Be considerate of others' situation and be willing to help others.

(2) It is mentioned in the key and difficult teaching objectives: to guide children to experience the sadness and disappointment in the process of lamb looking for its mother through empathy and understand the content of the story. Lamb was rejected many times in the book, which made the children feel helpless and sad after rejection, and finally found warm happiness. The key point is to let the children feel the emotional changes, and at the same time stimulate their sympathy and willingness to help others.

Third, the activity preparation:

(1) rhythm music;

(2) mother cow, mother duck,

Fish mother headdress, cow baby, duck baby and fish baby headdress, sheep baby headdress and boy headdress;

(3) Share and read the big book "Lamb Looking for Mom";

Fourth, the activity process:

(1) With the music of various small animal mothers and babies, children are introduced to clap their hands and enter the classroom. The teacher will invite mother cow, mother duck and mother fish to the front and invite baby cow, baby duck, baby fish and baby sheep to find their mothers. (Playing cheerful music, the teacher asks the animals if they have found their mother. ), and then a little lamb can't find its mother (playing sad music).

Teacher: Only the lamb didn't find its mother. Why didn't the lamb find its mother? (Children dare to guess) Today, the teacher brought a book "Lamb Looking for Mother" to the children to see what was going on. Please play it back to your seat and put the headdress under the chair. This link arouses children's curiosity and leads to readers.

(2) Building a story (combined with two years' shared reading and learning in our class, the children carefully observed the picture and were able to express their views boldly. In order to let the children read the picture better, feel the emotional changes of the lamb more deeply, get rid of the limitation of words and have a broader mind, I have blocked every page of words after many thoughts. ) In the teaching process of guiding children to interpret picture information and show big pictures, I adopted the following teaching strategies:

1, preset an ambush to create a space for children to fully imagine. When doing reading analysis, the previous page sets the stage for the next page, and the teacher asks questions, which causes children to think boldly.

2. Carefully observe the information points that boldly express and guide children to carefully observe the picture, feel the ups and downs of the lamb's emotions, create observation opportunities for children, and boldly express their ideas.

3. Find the problem and verify the hypothesis. When reading every page of the picture, guide the children to find the problem in time and try to solve it.

Verify the hypothetical results on the next page.

Cover:

Teacher: The name of this book is Lamb Looking for Mother. Think about it, children. What happened? Why does the lamb want to find its mother? (Children's bold guess: the lamb went out to play and got lost; The lamb was taken away by the bad guys.

Stimulate children's imagination, arouse children's interest and continue to pay attention to the development of the story page 1:

Who's in the picture? Where are they? (lamb and mother, at the foot of the mountain; What happened to mother sheep? (asleep; Why is the mother sheep lying and the lamb standing? Mother sheep is ill. What is the expression of a lamb? (Sad) Mother Sheep is coming. She's just sick. Why does a lamb need a mother? The teacher tore off the cover note to summarize the picture and read the text emotionally (to verify the child's guess). Teacher: Mother Sheep is really dead, so what is the mood of the sample at this time? (Lamb is very sad) The first page focuses on letting children feel the sadness of lamb losing its mother.

Page two:

Where did the lamb come from at this time? What does it see (on the top of the mountain)? (Other baby lambs are with their mothers) What is the lamb thinking at this time? If only my mother were there! ) What's its expression like? (Envy) The teacher tore off the cover note and looked at the summary picture with emotion: What will the lamb do next?

(Children's bold guess) The second page focuses on observation, guiding children to experience the sad mood of the lamb, and eliciting the idea that the lamb is going to find its mother.

Page three:

Where did the lamb come from? Who did you meet (on the hillside)? (Horse) What will the lamb say to the horse? What will the horse say to the lamb? (Children dare to guess) What would it be like if the teacher tore off the hidden note and read it aloud emotionally, and the lamb was rejected by the horse? Let two children act out the dialogue between the horse and the lamb. (Acting with emotion) What will the lamb do if he is rejected? (Continue to find mom) Page 4:

Where did the lamb come from? Who did you meet (at the foot of the mountain)? What will the lamb say to the cow? What will the cow say to the lamb? (Children dare to guess) What if the teacher tore up the hidden note and read it aloud with emotion, and the lamb was rejected by the cow? (Lamb is sadder) Lamb is rejected again. What will it do? (keep looking for mom)

Teaching scheme of language activities in large classes 4

Goal:

1, learn to analyze the characteristics of roles and summarize the theme.

2. Learn how to get along well with peers.

Prepare:

1, teaching wall chart, story recording "Two Stupid Bears".

2. A solid "bread" and two plush toys (one big and one small).

Process:

1, showing plush toys, language import:

Look, mother bear has two children, one is big black and the other is little black. They are fat, but they are all stupid. They are two stupid bears. One day, two brothers go out to play, what will happen?

2. Listen to the story and understand the story:

(1) Listen to the story:

What happened in the story?

How does dry bread change? (Demonstrate real bread to help children understand)

(2) Tell the story again in combination with the wall chart. Children learn the dialogue and understand the new words: (Ask questions in the story)

-big black found a piece of dry bread. What did they say?

What did the fox say when he divided the bread? What did the two stupid bears say?

3. Discuss the understanding and summarize the theme:

(1) Questions and discussions:

Why do foxes eat the most instead of dry bread?

What kind of child is Big Black Black? What about the fox?

(2) Summary theme: Two stupid bears will only be cheated if they don't give in to each other.

(3) discuss the way to get along:

-What would you do if you were big black and little black?

(4) Teachers and students summarize in the same way.

What a wonderful way of thinking for children! We can't learn from two stupid bears. We should be good boys who give in to each other, right?

Teaching scheme of language activities in large classes 5

Activity objectives:

1. By understanding the story, we can further perceive the characteristics of fog and the inconvenience it brings to our daily life.

2, through the practice of the game, personally experience the feeling of "fog in the clouds".

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.

Highlights and difficulties of the activity:

Understand the inconvenience that fog brings to daily life.

Activity preparation:

1, a picture about fog.

2. A translucent fresh-keeping bag is used as an eye mask.

Activity flow:

Dialogue with pictures to guide children to recall the characteristics of foggy days.

Teacher: Today, the teacher brought you a riddle. Let's guess what it is. "Like a cloud, not like a cloud, not like smoke, the wind can whirl and disperse at sunrise" What is this?

Teacher: Have you ever seen fog? Who can tell me what foggy weather is like?

Teacher: Let's look at the picture and talk (by observing the white scene in the picture, let the children feel the characteristics of foggy days: white, fuzzy, unclear and so on. )

(Effect analysis: Introduce today's theme "Fog" by guessing riddles, and recall what fog is like according to the existing experience, so as to arouse children's interest in fog. )

Two: Compare the difference between sunny and foggy days.

Teacher: What's the difference between sunny and foggy days? (Children answer according to existing experience)

Teacher: How do cars on the sunny road and planes in the sky travel? What do we see?

Teacher: What troubles will cars and planes encounter in foggy days? How do we feel when we see things in foggy days?

Teacher: Do you like foggy days? Why? Brother Wu is very naughty. He often sneaks into the fields to play. Why is he naughty? Now let's have a look.

(Effect analysis: Through the understanding of fog knowledge, let children distinguish the difference between sunny days and foggy days, and feel the inconvenience that fog brings to daily life. )

Three: The story "Naughty Misty Brother"

Teacher: Show the pictures and let the children discuss what naughty things Brother Fog has done.

Teacher: On foggy days, Brother Fog is on the road. What will happen to the car? The cars on the road can't be seen clearly.

Teacher: Will ships at sea be in trouble? Ships at sea don't know where to go. )

Teacher: What troubles do pedestrians have on the road? (pedestrians on the road are in the dark) Who finally took Brother Fog away? (Guide the child to say, "When the sun comes, the fog disappears")

Teacher: From these things, we feel that Brother Fog is really naughty. Our story is called naughty brother fog. Now, shall we tell this story together?

Fourth, the teacher summary:

Yes, fog has brought a lot of inconvenience to travelers. Cars must speed limit, planes and ships must stop, highways must be closed, and so on. So pay special attention to safety in foggy days. Next, let's play a game and feel the inconvenience caused by fog again.

(Effect analysis: Perceive Brother Fog's "naughty" through the story. And let the children observe the foggy weather again through pictures to enrich their experience, because the naughty brother Fog has brought a lot of trouble to travelers. )

Five: Game: Driving in Fog

Set up some obstacles with small chairs on the side of the road. The children put on homemade blindfolds in groups to simulate "driving in foggy weather" If you encounter obstacles in the game, it means that there has been a traffic accident and stop the game.

Teacher: What's it like to drive in foggy weather?

(Effect analysis: In the form of games, let children experience the feeling of seeing flowers in the fog. )

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