Language is a system of social conventions. The process of language acquisition by young children is to unconsciously master the pronunciation of the national language, understand the meaning of words, and learn to form words through daily communication and in the natural living environment. The process of forming sentences and expressing thoughts. The following is a program of language activities for middle school students that I have carefully collected and organized. I will share it with you for your enjoyment.

Intermediate class language field activity plan 1

Activity goals

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

2. Learn the dialogues in the story and enrich the vocabulary of "round", "shining" and "dinglingdingling".

3. Willing to share toys with peers.

Activity preparation

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 guide children to describe the appearance and sound of bells in appropriate words.

Ask the children to observe, touch and play with the bell to help them understand the new word "Yuanliu". Teachers can also ask children to talk about what other things are round.

Ask the children to shine the bell under the sun and guide them to observe that the little bell is "sparkling". Ask the children to ring the bell, listen and say the crisp sound "ding ling ding ling" the bell makes.

2. Use puppets or pictures to tell stories.

Learn to show the little cat puppet wearing a bell, tell the children why the little cat likes the little bell, and elicit the name of the story.

The teacher tells the story with movements and expressions to help the children understand the vocabulary and story content. For example, when it comes to the little goat, the little dog, and the little white rabbit who want to wear the bell of the little cat, take out the corresponding puppet or take out the picture; when it talks about the little animals coming to save the little cat, the teacher stretches out his hand and pulls hard. When talking about the little cat being embarrassed, the teacher bowed his head in embarrassment and told the story in an embarrassed tone to guide the children to feel the psychological changes of the little cat.

3. Help children understand the content of the story by asking questions.

Teacher: Why does the little cat like the little bell? Who came to borrow the bell from the little cat and wear it? How did the little cat do it? What did the little animals do after the little cat fell into the river? Young children When answering questions, the teacher shows the puppets in turn and then leads the children to repeat the dialogue in the story.

Teacher: Why did the little cat lower its head in embarrassment after being rescued? Later, why did the little cat lend the little bells to the little animals to wear? Guide the children to understand the central content of the story: With good Toys should be played with everyone.

Teacher: Do you have fun toys and are you willing to play with others? Have you ever done this? How did you do it?

4. Lead the children to tell stories together and encourage them. Young children participate in telling and performing.

Teacher Po tells stories while operating the puppets, prompting the children to follow the dialogue language in the story and express it with actions.

Middle class language field activity plan 2

Activity goals:

1. Be able to feel the interest of stories and know the diversity of animals in nature.

2. Learn vocabulary: light, fast, and bouncing.

3. Fully experience the childishness of the story through the combination of language expression and action.

4. Guide children to learn and understand life through stories and games.

5. Encourage children to boldly guess, talk, and act.

Activity preparation:

1. Magnetic teaching aids: number cards and pictures of related animal feet.

2. Matching children's picture album.

Activity process:

1. The game "guess who it is" arouses children's interest.

(1) The teacher shows a picture (with chicken feet).

Question: Guess who it is? How many legs does it have? How does it walk? (Learn vocabulary: light and agile) Let’s learn.

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

2. The teacher tells stories to arouse children’s interest in counting centipede legs.

Question: Does the little centipede know how many legs it has? Why can’t the chicks, rabbits, mantises, and crabs count the centipede’s legs?

3. Enjoy the story again.

Show the following diagram to encourage children to tell the story together with the teacher and learn to make exaggerated movements.

(animal pictures) (numbers)

Chicken, rabbit, mantis, crab, centipede

4. Discussion: snake, mouse, turtle, butterfly, elephant There are several feet.

Middle class language field activity plan 3

Activity goals:

1. Understand the plot of the story and be able to vividly perform the dialogue in the story.

2. Try to create an ending for the story.

3. Learn to be tolerant and accept peers who "correct their mistakes when they know they are wrong".

4. Guide children to learn and understand life through stories and games.

5. Encourage children to boldly express their opinions.

Activity preparation:

1. The story "The Adventures of Old Wolf"

2. Puppet props, hand puppets of wolf, monkey, elephant and rabbit.

Activity process:

1. Appreciate the story and understand the content of the story

T: Hello, children! I am the host of the puppet theater, please Everyone enjoys "The Adventures of the Old Wolf" (appreciating the story for the first time)

Questions:

1. At this point in the puppet show, do you know who is in this story?

2. What happened in the story?

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

2. Paragraphs Appreciate the story and learn the dialogue of the characters vividly

Appreciate the first paragraph of the story:

1. "Let's listen to the old wolf when he met the monkey and how he asked the monkey for help. ?" Let us learn from the old wolf's pitiful appearance.

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

3. When the old wolf heard the monkey’s words, he remembered the bad things he had done before. What happened to Xinli? Like?

Enjoy the second paragraph of the story:

1. When the old wolf was feeling regretful and sad, who came again?

2. Listen to How did the old wolf beg Grandpa Elephant?

3. Did Grandpa Elephant save the old wolf? Why? What did it say to the old wolf? Please come and learn from the very old Grandpa Elephant. words (the teacher acts as Grandpa Elephant, the children act as Old Wolf and learn to talk)

4. How does the old wolf feel after listening to Grandpa Elephant’s words?

Enjoy the third paragraph of the story

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1. When the old wolf was crying sadly, who came again?

2. Little Rabbit hesitated for a moment, what did she say to the old wolf?

3. Old Wolf has thought of a good idea, what good idea has he thought of?

3. Create the ending. Learn the qualities of tolerance and acceptance

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

2. Please help the little rabbit think of a way to save it Save the old wolf in the well.

Intermediate class language field activity plan 4

Activity goals

1. Understand the content of poems and boldly express and recite them.

2. Carry out imitation in the performance and experience the fun of imitation.

Activity preparation

1. Draw a large background picture of blue sky, woods, grassland, river, flowers and kindergarten.

2. Made birds, mushrooms, rabbits, flowers, water plants, and teaching aids for children.

3. Several headwear made according to the content.

4. Frame pictures made according to the content.

5. Blue sky, woods, grassland, river, flowers, kindergarten and other backgrounds.

Activity link

(1) Show the background picture of "home"

1. Today, I brought a picture to the children. Can you tell me, what is in the picture? The children spoke freely, and the teacher emphasized based on the children's answers: This is the blue sky, this is the dense woods.

2. The children all answered very well just now. Now let’s take a look at what is on the picture? The teacher pointed at the picture and said: There is a blue sky, there are dense woods.

3. Guess whose home will be under the blue sky and dense woods? Today, we will learn a prose poem together. The title of the poem is "Home"

(2) Reciting prose poems

1. The teacher recites at a slower speed and emphasizes the key points. The teacher asked: What is the title of this prose poem? What did you hear in the poem?

2. The teacher recited while showing the teaching aids. The teacher asks: What did you hear in the poem? The children answer and the teacher provides the framework.

3. Look at the frame. Teachers and children recite the prose poem in full together in front of their seats. Teacher: Now please ask the children to recite this prose poem together with the teacher. Children who can recite it should recite it more carefully, and children who cannot recite it should recite it softly.

4. The teacher reads the first half and the children read the second half. Teacher: Now I want to ask the children to cooperate with me in reciting this prose poem. I will recite the first half, and the children will recite the second half, okay?

5. Boys should recite the first half, and girls should recite the first half. second half. (Going on stage) Teacher: Now I want to invite boys and girls to come to the stage and stand in two rows to recite this prose poem together. The boys will read the first half and the girls will read the second half. Let’s see who can read better. good.

6 All the children went to the stage and recited the prose poem while performing actions. Teacher: Now I invite all the children to come to the stage and recite this prose poem. Can you please match the movements when you recite it?

(3) Collective creation

1st teacher: Today, we learned a nice prose poem called "Home". Now we are going to compose a new children's song. I have some headdresses here. Let's see what they have. Who wants to perform? There is still one child left. Teacher, there are many homes here. Look at the blue sky and dense woods. Please think about where the home is most suitable for you. Don’t repeat it. Now I count from one to five, please find your home quickly. Now let’s see whose home the blue sky belongs to.

Recite a new prose poem as a group.

For the same headdress, ask different children to perform and find different homes. Teacher: I will invite a few more children to perform. This time you can find a different home. Who wants to perform? I'm counting. Please find your own home. Recite a new prose poem as a group.

Teacher summary: Today, we only made up the second half of the poem. I still have a lot of headdresses here. We can go back to the classroom and continue to perform and create new poems. We can also make up the first half of the poem. oh.

Middle class language field activity plan 5

Activity goals

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

2. Learn to use hot, sour, and sweet to describe the taste of food and develop children's language expression ability.

3. Feel the fun contained in the storyline and develop children's imagination.

Activity process

1. Show the little squirrel and introduce the activity.

1. Show the little squirrel and guide the children to say hello to the little squirrel.

2. (Play the recording) Question: What is the little squirrel going to do?

2. Taste three kinds of food and perceive the first paragraph of the story.

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

Teacher: The little squirrel was walking and saw three food stores. Guess what these three stores will sell?

(2) Group into groups to taste spicy and sour food. , sweet three flavors.

1. Present chili, sour vinegar, and sugar, and the children will be divided into 3 groups to taste the 3 flavors.

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

3. Teacher summary: It turns out that the little squirrel came to the hot pepper shop. What else have you eaten?

It turns out that the little squirrel came to the sour and sour vinegar shop. , what else is sour?

It turns out that the little squirrel came to the sweet candy store, what else do you know about sweetness?

(3) Discuss the little squirrel Which store do you like?

1. Question: Which store does the little squirrel like, the hot pepper shop, the sour vinegar shop, or the sweet candy shop? Which shop does he not like? Let’s listen together. (Play the recording and tell the first paragraph of the story in full)

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

3. Perceive the second paragraph of the story through independent reading.

1. Teacher: When he came to the candy store, the little squirrel was very happy. He ate one bite after another, and after a while, he turned into a sweet mouse. Who will the little squirrel meet after turning into a sweet mouse, and what will happen? Let's go to the book to find the answer.

(Teacher gives individual guidance and plays light music)

2. Question: Who can tell me who the little squirrel met after turning into a sweet mouse and what happened?

4. Listen to the story completely.

1. After the little squirrel came home, he wrote a story about what happened that day, called "The Adventures of Little Squirrel Food". Let's enjoy it together. (Tell the story based on the pictures and play music)

2. The little squirrel changed back to his original self, but the river turned into a sweet river. What interesting stories will happen in this sweet river? Let’s create some together with our good friends after we go back, shall we?

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