Language teaching plan large class 1

moving target

You should know that May 1 day is International Labor Day, which is a festival for all working people.

It is a hard and happy thing to know the labor of people from all walks of life and experience it.

Activities to be prepared

Experience preparation: arrange children to have their hair cut in a nearby barber shop, go shopping in a supermarket and learn about other people's work during the holiday.

Courseware preparation: calendar illustrations, real work pictures of workers, farmers, tailors, chefs, fishermen, salespeople and service personnel, animated videos of barbershops and hospitals.

Activity process

Show the calendar and introduce the "May Day" International Labor Day to the children.

Think about why the words on the calendar are red. What festival is this? Whose festival is this?

Summary: This is May Day. A festival celebrated by people who work and work all over the world. This is a festival for all working people.

Play with pictures, get to know people who do different jobs and understand what they do.

1. Look at the pictures and insert questions and guidance to inspire children to understand that workers are using their own labor to serve everyone.

-What do you see in these places? Who are there? How do they work?

2. Let the children introduce their parents' work to each other.

3. Guide children to think.

We talked a lot about workers. What other workers did you think of but didn't mention them?

Let children watch the scene videos of barbershops and hospitals to help them further understand that labor is a hard and happy thing and discover the relationship between their work and their children's lives.

What do uncles and aunts in barbershops do?

What do doctors do in hospitals? Is it hard to see patients every day?

Why do they work so hard to do these things?

What do you think of their mood? Why?

-What would happen without them?

Lead children to participate in kindergarten labor (picking up stones, leaves, sweeping the floor), appreciate the clean environment of the venue after labor, inspire children to communicate with their peers, and let children further experience the hard work and happiness.

Language lesson plan class two

Activity objectives:

1, according to your own experience, according to your own wishes, boldly tell stories in coherent and complete language.

2. Observe the picture, perceive the movements, expressions, psychology and dialogue of the black bear, and understand the picture content.

3. I like to participate in illustration activities to enhance my imagination and reasoning ability.

4, through a variety of reading methods to understand the picture book content, understand the story, feel the humorous plot of the story.

5. Use the existing life experience, boldly imagine and speculate, and express your understanding of the story according to the pictures.

Activity preparation:

There are four big pictures, a small picture of a child's hand and a picture of a bear holding a hoe.

Activity flow:

First, show pictures of black bears and import them.

1, Question: What is this black bear's hand? Guess what it is going to do? (Children dare to guess)

The black bear went to plant corn. Why did he think of planting corn? (Let the children speak freely)

Second, children set up pictures independently and tell their own stories boldly.

1. Show four small pictures and tell the children: What did the black bear do after planting corn? Has the corn it planted been harvested? These answers are hidden in these four pictures.

2. Describe the requirements for layout: Have a look, think, line up and talk.

3. Children can make their own layout and speak freely.

4. Please invite some children to come to the big picture and speak boldly in front of their peers.

Third, discuss the picture content collectively.

(as shown in figure 1) What season is this? Spring has arrived. What is the black bear doing? Focus on guiding children to imagine the action of black bears planting corn.

(Figure 2) What does the black bear do in the cornfield every morning? How tired are you? Focus on guiding children to imagine how black bears feel when they are tired and sweaty at work.

(Figure 3) What season is this? What is the black bear doing? What does it feel in its heart? Focus on guiding children to imagine the psychological activities of black bears when harvesting corn.

(Show Figure 4) After harvesting so much corn, what did the black bear show? What will the small animals say? Focus on guiding children to imagine a conversation between a black bear and a friend.

Fourth, the teacher tells his own story. Let the children recall what the teacher said differently from the children.

Let the children tell it again by themselves according to the arrangement of the teacher or other children.

Teaching reflection:

According to the activity goal of this class, the designed teaching links are reasonable and the teaching AIDS are well prepared, which fully mobilizes the children's eyes, hands and brains to participate in perceptual activities. The deficiency lies in that there is a deficiency in guiding children to dig deep into the connotation of teaching content, and the content of ideological education is not fully developed. In the future teaching, I will pay more attention to the coexistence of teaching content and ideological education, and fully mobilize the enthusiasm.

Language class teaching plan large class 3

1. Design intention: In recent days, I found that children prefer to eat sugar. Erasers are very important school supplies for children, and children are familiar with them. In order to improve children's interest in learning English, I designed this class to let children know the English names of lollipops and erasers.

Activity target 1. Let children learn to recognize lollipops and erasers.

2. Cultivate children's listening, speaking and reading abilities.

3. Activity preparation: lollipop jam, some lollipops, erasers, an empty box and a piece of jam.

Activity flow 1. Say hello to the teacher.

2. Sing a song "Walking and Walking"

3. Review the sentences you have learned. What's your name? My name is-I'm a dog. I am a cat. I have two eyes. I have two ears.

4.( 1) Teacher: The teacher brought a gift today. Please close your eyes, show the eraser first, then teach the child to read and practice several times.

(2) Take children to play simple finger games.

(3) Just now, we know the English name of the eraser. Now, let's know a little gift from a teacher, introduce a lollipop, and then teach children to read the English name of lollipop.

(4) Take children to practice reading erasers and lollipops.

(5) Organize children's games to strengthen children's further practice of the English they have just learned.

5. End the teaching of this class in the activity.

Language class teaching plan large class 4

Design concept:

? The Guiding Outline of Kindergarten Education points out: "We should create a free and relaxed language communication environment, support, encourage and attract young children to talk with teachers, peers and others, experience the fun of language communication, and learn to use appropriate and polite language communication". Through years of teaching practice, we deeply realize that learning is not as good as learning, and learning to learn has become an important part of the training goal of kindergarten Chinese education. Today, the language activity "Falling Leaves" I organized is to create a language environment with children as the main body, so that children can be interested in language in the environment, stimulate their desire to speak, love to talk, want to talk, and promote children to actively learn language.

Activity objectives:

1, through children's appreciation of prose, feel the artistic beauty of prose language and cultivate children's interest in literary works. Ask the children to follow the teacher and recite the prose with more expression. Learning vocabulary: "falling".

2. Understand the content of prose, generate associations and promote the development of children's imagination.

3. Cultivate children's love for nature.

Activity preparation:

1, children have children's books.

2, multimedia courseware and related recording.

3, headdress: bugs, ants, fish, swallows.

Highlights and difficulties of the activity:

Key points: Through various teaching forms such as watching, listening and speaking, stimulate children's interest in learning, help children understand the content of prose, initially learn to recite prose with expression, and feel the artistic beauty of prose language.

Difficulties: on the basis of understanding prose, further broaden children's imagination.

Activity flow:

(1) Introduction: Introduction

Introduce topics in the form of gifts from windmill column group to stimulate children's interest in learning.

(2) Basic part

1, exploring the content of prose:

(1) put forward reading requirements.

(2) Children can read freely.

(3) Question: What do you see in the book?

2. Children fully appreciate the music recitation prose (recording).

Q: What is the name of this essay?

What small animals are there in the prose? (Yes-Yes-Yes)

3. Show multimedia courseware to help children understand the content of prose by listening, watching and speaking.

(1) The teacher recited the essay completely with expression.

(2) Show the courseware and understand the contents respectively:

A, courseware 1, Question: What happened to the leaves on the tree when the autumn wind blew?

(Rich vocabulary: falling)

B, Courseware 2, Question: Where did the leaves fall? Who saw it and took it and did what?

C, Courseware 3, Question: Where did the leaves fall? Who saw it and took it and did what?

D, Courseware 4, Question: Where did the leaves fall? Who saw it and took it and did what?

E. Courseware 5, Question: Where did the leaves go at last? Who saw it and took it and did what?

What does it say?

(3) Organize children's discussion: fallen leaves can be used as houses, boats, umbrellas, letters, and for whom? Who can think differently from others?

4, children learn to recite prose:

(1) The teacher takes the lead and the children follow. Ask children to read after the teacher for the first time, encourage children to read aloud for the second time, recite with joy for the third time, and correctly pronounce the sound of "wind, falling, cool and dang".

(2) Role recitation.

5. Once again, fully appreciate the reading of "Fallen Leaves".

(3), the end part

Dance "fallen leaves" and feel the beautiful environment in autumn.

Activity reflection:

Autumn is the season when everything grows and matures, and it is also a colorful season. Melons and fruits are fragrant everywhere, leaves are flying, and children are curious and eager to learn, and want to discover and explore. The theme of our class depends on the actual situation such as season and climate. Before the language activity "fallen leaves", I used the way of walking outside to guide children to observe the difference between leaves and fallen leaves. I can also let children feel the characteristics of fallen leaves with various senses when they look, touch and smell them. And ask the children to say, what are the fallen leaves like? Try to spread children's thinking, and try to copy and prepare in order to complete goal 3.

Based on the understanding of the prose poem "Fallen Leaves" of the big class and the childhood of this class, I set the goal of this teaching activity as: 1. Knowing that fallen leaves are a typical seasonal feature of autumn. 2. Appreciate prose poems, feel the beautiful artistic conception of prose poems depicting fallen leaves in autumn, and imagine the warm picture of fallen leaves and small animals living in harmony. 3. Try to copy prose poems according to the structure. This prose poem depicts a beautiful artistic conception. Three questions and four questions are short, but full of interest. And the sentence patterns between each sentence are very similar. The children are looking at the pictures in ppt, listening to the teacher's stories and asking questions. Children know the teacher's pictures and sentence patterns, which also provides a good language atmosphere for children to want to say, want to say and dare to say. It laid a good foundation for the development of children's language expression ability in the future.

In the course of the activity, the design process is gradual, guiding children to appreciate and understand prose poetry step by step. When showing pictures, I asked the children to guess where the leaves fell. Then let the children guess who they met. Think of it as what? Let the children find the answers in the pictures and describe them boldly with nice sentences. After understanding the sentence patterns of prose poems, please try to imitate them. The children in the big class have some life experience. Children imitate the leaves falling on the grass through their own thinking, and the bugs crawl over and lie down and use it as a quilt. Leaves fell on the hillside, and birds flew over to take them back to their nests and use them as hats. Before copying, I asked the children to recall what small animals are common in nature. What else can fallen leaves do? Such questions can help sort out life experiences. When children are copying, the teacher records it in the form of stick figures, which can help children learn to read. There are also some problems in the activity, such as plagiarism according to the strength of ability. For example, children with weak abilities can show simple pictures to help them copy. Children with strong ability imitate themselves, and every child can gain something.

Language class teaching plan large class 5

Teaching objectives:

1, further feel the humorous language style of the picture book and feel the warmth and happiness of the family.

2. Be able to express it boldly and try to imitate it with the language in the story.

3. Participate in reading and discussion, experience the strangeness and humor of the story, get a preliminary understanding of the character characteristics of the protagonist in the story, and further stimulate the interest in reading.

4. Let children boldly express their guesses and imaginations about the content of the story.

Teaching focus:

Try to imitate the language in the story and feel the warmth and happiness of the family. The difficulty in teaching is to guide children to have a comprehensive image association with their families in terms of appearance, habits and preferences, and to understand and accept these closely related individuals with different personalities, hobbies and living habits with a gentle heart like Xiang Tai in the picture book, and feel the warmth and happiness of home.

Teaching preparation:

Material preparation: ppt of My Home is the Zoo, background music, family funny photos and family questionnaire experience preparation: Children have heard the story of My Home is the Zoo and conducted a family survey.

Teaching time:

1 theoretical basis of class education;

First, the picture book scene stimulates interest. In the theme "Different Me", children learn that everyone is different (including personality, temper, hobbies and other personality qualities) through the picture book story "My home is a zoo".

? My home is a zoo and a story book, which brings surprises and happiness to children. It can make children have a sense of humor and reasonable associations. People are different from animals. How can "home" be a zoo? This makes children curious. The language style of picture books is also humorous. The little hero "Xiang Tai" always uses an interesting sentence "This is. . . He looks like. . Because. . . "Introduce my family, hoping to create an interesting situation for children with this beautiful and humorous picture book and stimulate their interest in activities.

2. Combining with life, it is most familiar to reasonably associate the content of the story with children's family and affection, which can arouse children's voices and give full play to their existing experience. People and animals are different, but the author found a delicate observation angle, starting from the appearance and internal similarity of people and animals, and adding humorous imagination, so that the two can be reasonably combined. By observing and understanding the closely related correspondence between characters and animals in picture books, children are guided to have a comprehensive image association with their families in terms of appearance, habits and preferences. At the same time, I hope that children can learn through activities that even family members who live together should understand and accept these closely related individuals with different personalities, hobbies and living habits with gentle hearts, thus bringing real respect and effective care.

Teaching process:

Recall the content of the picture book first, and further feel the humorous language style of the picture book in the perception and conversation.

1, show the word "home", draw out the little boy's "Xiang Tai" and stimulate children's interest in activities.

Question: What is this word?

Who will tell me who is in your family?

Conclusion: Each of us has a home of our own. I believe that there must be many happy things in each of us's family, right?

2. In reading and talking, the language stylist who recalls the contents of the picture book and further feels the humor of the picture book: Two days ago, a little Japanese boy seemed to introduce his happy family and his interesting family to us.

Ask questions:

(1) Do you remember who he is?

(2) What fun place has he turned his home into?

(3) Who can learn from Xiangtai today and introduce his interesting family to us? Please make it clear when introducing, who is Xiang Tai? What kind of animal is he? Why? Who wants to have a try first?

Conclusion: Little friend, your introduction is really good, not only clear but also loud! Give yourself a little applause! Hey, have you noticed that Mrs. Xiang can compare her family to lovely animals because she knows her family's looks, habits, personalities and hobbies like the back of her hand. It seems that Mrs Xiang observes her family very carefully!

Second, introduce your family investigation, and be willing to express it boldly and try to imitate it with the language in the story, and feel the warmth and happiness of the family.

Teacher: Two days ago, our children also made a small family survey. Who would like to introduce their interesting family to you and tell us who this is, what he looks like and why? Please speak clearly when introducing.

1, children discuss imitation in groups, and teachers observe and guide.

Teacher: Who else would like to introduce? Everyone wants to come, so let's introduce them to our good friends in groups before telling all of us.

2. Play funny family photos, and the children try to imitate the language in the story and express it boldly.

Teacher: We just had a heated discussion, and I heard your happy laughter. You must feel the happiness brought by your dear family. Let's start the happy little train and talk about our interesting family! Also, please pay attention to clarify who this person in your family is, what he looks like and why.

Teacher: Thank you for your wonderful and enthusiastic introduction, which made us feel your happy family. Would you like to listen to the teacher's happy family?

Third, talk about the happiness of Class Four.

Teacher: Just now, each of us introduced our interesting family members and shared the happiness of our family. Are you happy? Yes, each of our children has a happy home.

Teacher: Actually, I found that our senior three class is also a happy family. Every child, teacher and aunt in Class Three of Senior High School also have their own different characteristics. Did you find out? Hey, what do you think they look like? Who do you think is like what and why? What kind of person is Teacher Yu? What do you think I look like? )

Fourth, extend activities.

Draw what you just said and turn it into an interesting book, and tell our own interesting stories. The name is "Class Four in Senior High School is also a zoo".

Activity reflection:

According to the analysis of the textbook, in fact, while reading this picture book, we still have a lot of activities to carry out. Interesting names, my family, my friends and so on. Considering that this activity is the first class, the focus of teaching activities is to be able to boldly express and experience the corresponding relationship between the characteristics or preferences of characters and animals in the picture. The picture content of this book is very rich, and some details are very interesting. So let the children discover these details, and connect them with the development of the story, and make bold guesses and expressions. Therefore, the difficulty of teaching activities lies in communication, expanding the content of books and expressing one's understanding of picture books coherently and completely. The design of the whole activity, from the local to the whole, from the shallow to the deep, takes the children to understand the picture and the story step by step, and then lets the children return to real life to discover their own characteristics and preferences from a new angle, using a similar animal as a metaphor, trying to use "I am ... I am a boy (girl), but in fact ...". Push the activity to * *. Finally, with the end of the story as the end of the whole activity, the children once again realized the humorous and interesting style of the picture book. Prolonging the process of making books will certainly arouse children's desire to further express themselves in words.