As a hard-working people’s teacher, it is necessary to carefully design a lesson plan. Writing a lesson plan will help us accurately grasp the key points and difficulties of the teaching materials, and then choose appropriate teaching methods. How should we write lesson plans? Below are 9 language activity lesson plans for large classes that I compiled. I hope they will be helpful to everyone. Large class language activity lesson plan 1

Activity goals:

1. Understand the story and stimulate children's interest in reading picture books.

2. Know that everyone has their own shining points and establish a certain degree of self-confidence.

Activity preparation:

Relevant teaching courseware and a hand-written picture book.

Activity process:

1. Lead the conversation into activities to stimulate children’s interest in learning.

Show the cover of the picture book and learn about the octopus.

Teacher: Children, look! Who is this? How many legs does he have? Wow! What would he do with all those legs?

2. Guide children to read picture books and understand the content of the story.

1. Play the courseware, and the teacher will ask questions while narrating to help the children understand the content of the picture.

(1) Teacher: Yes, the octopus is tickling the little fish. Are the little fish happy? How did you tell?

(2) Invite the children to scratch their itch and talk about their feelings.

Teacher: It seems that scratching is a fun thing. Let’s do it with our friends.

Teacher: Yeah! It's so fun to tickle. Doesn't it mean that it's fun and happy no matter what time you tickle? The octopus in the story is an octopus that likes to be "randomly" tickled.

(3) Teacher: Who else did the octopus tickle? Are they as happy as the little fish? Where did you see it? But the octopus didn't take the starfish and crab's feelings to heart.

(4) Teacher: One day the octopus finally got into trouble. What trouble did he get into? So what will the octopus do?

2. Children try to read picture books on their own and learn about the octopus’s pursuit of pearls and discover their own strengths and advantages.

Teacher: Yes, Octopus did do this, and he encountered many things during the search. Ask the children to gently take out the book from the back of the chair, turn to page 9, and read page by page slowly starting from page 9. Read each page carefully to see the octopus in the process of looking for pearls. What happened.

The children all looked at it, so they gently closed the book and put it back upright.

Teacher asked: Who will share the story you saw?

(1) The octopus chased the pearl in the water and discovered that it could swim quickly.

(2) The pearl fell to the bottom of the sea, and the octopus chased it there. It found that it could dive very deep to the bottom of the sea.

(3) The pearl fell into the crack of the stone, and the octopus followed it in. It found that it had a very soft body, which was also its ability.

(4) When finding the pearl, he encountered a ferocious eel. At this time, the octopus discovered that he had the ability to spray ink to escape the enemy's pursuit.

Teacher summary: The octopus discovered its ability to be fast, dive deep, have a soft body, and spray ink.

3. In the end, the octopus returns the pearl, and together we feel the happiness of the octopus discovering his own advantages.

After this incident, the octopus will no longer scratch its itch. It can use the skills it has discovered to help small animals do something.

4. Guide the children to tell the story completely and recall the process of the octopus discovering its own abilities.

Teacher: This story is really interesting and thrilling. Let’s tell this good story together. Turn the book to the cover. The story is called "Beyond the Mountain is My Hometown" and the author is Ye Jianhui. Turn over the title page and gently turn the book to the first page.

Question: When will the octopus tickle this time?

3. Guide children to discover their own strengths and establish a certain degree of self-confidence.

1. The octopus loves to scratch because it doesn’t know what it will do. In the process of recovering the pearl, the octopus finally found its own advantages. It can use these advantages to do many things in the future. Something useful that everyone will enjoy. We children also have many advantages. Have you discovered any advantages in yourself or others? Who will tell everyone?

2. What useful things can these advantages do.

3. Teacher’s summary: Everyone has a shining point, and octopus is discovered in practice. In the future life, we should also practice more and discover more of our own advantages. Large class language activity lesson plan 2

1. Activity goals

1. Through activities, let children imagine and tell creatively, encourage children to boldly create stories, and develop children's creative ability.

2. Cultivate children's habit of bold expression, improve the coherence and integrity of children's spoken language, and develop children's language expression ability.

2. Activity preparation

Each person has a plate, a handkerchief and a demonstration picture of hawthorn cakes of various shapes

3. Activity process

1. Arouse interest.

Teacher: Today, I brought some gifts to the children. Not only can they eat them, they can also tell stories!

2. The magic hawthorn

(1) Show the round hawthorn and ask the children to take a look and think about what it looks like.

(2) Show the square hawthorn and ask the children to take a look and think about what it looks like.

(3) Put round and square hawthorns together at will and let the children see what they look like?

(4) Ask the children to take a bite of the round and square hawthorns and see what they look like?

Let children fully imagine, discuss and communicate.

3. Creative telling activities: eating stories

Provide hawthorns and ask children to spell out various shapes and give full play to their imagination to tell a unique story.

(1) The teacher shows the demonstration picture and tells a short story.

(2) Children eat, make up stories, tell stories, and tell their stories to their peers.

(3) Use a multimedia slide projector to ask children to tell their own stories.

(4) Invite children to communicate with each other and share their peers’ works and stories.

Smurf Garden’s first class language activity lesson plan 3

Activity goals:

1. By retelling the character dialogue in the story and using the sentence patterns in the dialogue, Say new sentences and make continuations to develop children's thinking span and fluency.

2. Cultivate children’s good habit of quietly listening to stories told by their peers.

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

4. Be willing to communicate and express your ideas clearly.

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

Activity preparation:

Three hand puppets, one store background picture, and one background picture needs to be created.

Activity process:

1. Use a piece of paper with a shadow circle to arouse children's interest.

Ask children to guess: What is the circle in this picture? What is it used for?

2. Invite the children to enjoy the hand puppet show "Little Monkey Selling Yuanyuan"

1. When retelling the story for the first time, ask the children to help solve the problems in the story.

2. Retell the story completely for the second time.

3. Show the last picture.

Ask the children to make a bold guess: What does the little rabbit want to buy? What does it say?

4. Ask the children to give their guesses.

5. Group dance "Guessing Game Dance"

6. Ending

Reflection on the activity:

Early childhood is about language development, especially An important period in the development of spoken language.

Children's language ability is developed in the process of communication and application. A free and relaxed language communication environment should be created for children, and children should be encouraged and supported to communicate with adults and peers, so that children can say what they want, dare to say, like to say, and be able to speak. Get a positive response. Children's language learning should guide children to naturally develop an interest in words in daily life situations and reading activities. Large class language activity lesson plan 4

Activity goals:

1. Understand the content of the story and further understand the relationship between birds and humans.

2. Boldly guess the content of the story and express the relationship between birds and humans more completely.

3. Develop a concern for nature.

Activity focus:

Understand the content of the story and understand the relationship between birds and humans.

Activity difficulty:

Understand the relationship between birds and humans.

Activity preparation:

Wall chart

Activity process:

1. Talking leads to activities.

Question: Do you know the relationship between birds and us humans?

Teacher: The children have talked so much about the relationship between birds and us humans. Today the teacher also brought a story about birds. Let’s take a look and listen to it together.

2. Learn the story segment by segment and understand the content of the story.

1. Questions in the first paragraph of the story:

(1) What does the grandfather hope to have at his doorstep? What did he do? How many trees were planted? Why?

(2) The old man is old and can no longer plant nine trees. How should he realize his wish?

2. Questions to guess the content of the story by looking at the pictures:

(1) What did you see? Why did grandpa make a bird's nest?

(2) How many birds are flying over? Do you think the little bird can help grandpa realize his wish? Why?

3. Verify the results by looking at the picture.

Question: Has grandpa’s wish come true? How do you think it is achieved?

4. The teacher tells the story from the second paragraph to the end.

Question: How did the grandfather’s wish come true? How did the little bird help the old man realize his wish?

3. Look at the pictures to fully appreciate the story.

A question: If the grandfather didn’t make a bird’s nest at the beginning, would the little bird come?

How do saplings grow?

Why can grandpa’s wish come true?

Can you give me a title for the story?

4. Communicate with young children.

Question: What benefits do birds have to humans?

Summary: Birds are our good friends. They can help humans spread seeds, green the environment, and purify the air.

5. Children read books freely and try to tell stories. Lesson Plan for Language Activities for Large Classes Part 5

Most of today’s children are only children. Under the superior environment and the infinite love of their parents, the children are used to opening their mouths for food and reaching for clothes, and they don’t know how to cherish them. "The Shoe Cart" is a story that praises cherishing things, wisdom, and hard work, which has a shocking and enlightening effect on children. The activity uses the storyline as a clue and open-ended questions as an intermediary to induce children's positive thinking and bold seeking for differences, so that children can experience a sense of success in discarding the old and making use of the new, and develop a sense of cherishing resources.

Activity goals:

1. Guide children to think boldly and imagine based on pictures and question clues, and express them in more complete sentences.

2. Guide children to listen to their peers and learn to evaluate them from aspects such as word usage and sentence meaning.

3. From the process of helping the little mouse dress up its leather shoes and car and learning to make up stories, children’s emotion of discarding the old and making use of the new emerges.

Activity preparation:

1. Little mouse, little white rabbit, little squirrel puppet.

2. Various materials used for broken leather shoes and decorative leather shoes: rags, colored flowers, ribbons, wheels, various colored crepe paper, scissors, tape, etc.

Activity process:

1. Listen, think, talk

1. Show pictures to stimulate children’s curiosity.

Teacher: Take a closer look. What kind of shoe is there on the grass?

What would you do if you saw such a broken shoe?

Children speak freely.

2. The teacher demonstrates the puppets while narrating:

a) Teacher: Let us listen to what the little animals say.

The teacher imitated the words of the bunny, squirrel, and mouse respectively.

b) Teacher: Do the little rabbit, the little squirrel and the little mouse have different attitudes towards this broken leather shoe? What will the little mouse do?

c) Teacher: How can the little mouse turn the worn leather shoes into a clean and beautiful leather shoe car?

Guide children to think about the thoughts and behaviors of the little mouse.

d) The children thought about many possibilities

Let’s listen to what method the little mouse used. Is it the same as what we said?

The teacher tells the story and guides the children to talk about the differences.

2. Dress up leather shoes cart

1. Provide broken leather shoes and decorative materials to stimulate children's desire to dress up their leather shoes.

Teacher: The little mouse has found some materials. Can we help the little mouse dress up his leather shoes? How do you do it?

2. Children work in groups to discuss dressing up leather shoes.

Let children further experience the sense of success in recycling the old and using the new.

3. Learn to weave and appreciate stories

1. Children make up stories.

a) Guide children and their peers to tell each other and weave what happened on the grass into a story.

b) The teacher asks the children to cooperate in telling the story.

2. Continue the ending of the story.

a) Inspire children to think positively and continue to the end of the story.

b) Stimulate children’s desire for diversity, be able to make up different story endings, and express them boldly and coherently.

3. The teacher tells the story completely and the children name the story.

4. General discussion: What kind of mouse do you think the little mouse in the story is?

Summary: The little mouse is so capable. He turned a broken leather shoe that no one wanted into a beautiful and useful leather shoe cart. We want the little mouse to learn from it. Children can find a useless thing at home that needs to be discarded, and rely on our own strength to turn it into a useful thing and introduce it to everyone, okay?

Activity extension:

Children will bring their own "waste production" works designed by themselves to communicate, appreciate and display with other children. Large class language activity lesson plan 6

Activity goals:

1. Understand the content of the story and feel the interest of the story.

2. Use bold imagination based on the clues provided by the story, and rationally continue the storyline based on the different characteristics of the animals.

3. Experience the joy of helping others and being helped by others.

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

5. Understand the moral and philosophy contained in the story.

Activity preparation:

1. Material preparation: multimedia courseware, music tapes, tape recorders, little monkey head ornaments, etc.

2. Experience preparation: Take a taxi; recognize the appearance characteristics of various animals.

Activity process:

1. Listen to music and do driving movements to enter the activity room.

Teacher: "Today, the teacher is taking the children in a taxi to play in the forest. Now, please get in my car!"

2. Read the courseware and listen to the story , understand the content of the story.

Teacher: A little monkey in the forest also has a taxi designed by himself. Today, the little monkey drove a taxi on the road (show the scenes of the little monkey meeting a bear and the egg baby respectively)

1. Guide the children to learn the words that the monkey invites the little bear and the egg baby.

Teacher: Listen, how did the little monkey invite the little bear? (Publish courseware) Children learn the words of invitation. (The same applies to inviting Baby Dan)

2. Understand the inconvenience of Little Bear and Baby Dan taking a car.

Teacher: Guess, will they get into Little Monkey’s car? Why? (Arouse children's interest in continuing to listen to the story.)

3. Listen to the story completely with questions, and answer the questions after listening to the story.

Question 1: When the little bear is worried about being fat, how will the little monkey respond? How did he satisfy the little bear?

Question 2: When the egg baby is afraid of rolling down, how will the monkey respond? How does it satisfy the egg baby?

(You can let the children guess first, then play the courseware, listen to the story in full, and then answer the questions. The teacher can use body language to inspire the children to answer questions according to the children's situation)

(Commentary: This is a process of teachers and children learning together, allowing children to set open questions based on the combination of audio and video, combined with children's daily life experience, thinking about issues from the perspective of the image characteristics of bear and egg babies, and providing sufficient opportunities to speak. Conducive to children's bold imagination and positive expression)

4. The teacher summarizes and leads to the continuation of the story.

Teacher: The taxi that Little Monkey designed himself is really great. It can be changed according to the different needs of passengers. Therefore, both the fat little bear who is inconvenient to ride and the egg baby who is easy to roll are both satisfied. Then I got into Xiaohou's taxi. This matter was known to a giraffe, but it didn't believe it, so... (Click on the screen to see a picture of a giraffe.)

3. Continuation of the story

1. Teacher Analyze the characteristics of giraffes with young children and imagine the changes in the car (you can use gestures, arms and other body language to inspire, guide the children to tell the appearance characteristics of the giraffe, and imagine the changes in the car), edited by teachers and students *** Tell stories.

(Teaching reflection: Due to the previous reading, listening, and speaking as a foreshadowing, coupled with the teacher’s body language, it is a matter of course for the children to continue to write the story with the teacher and have something to say. )

2. A screen appears with penguins, small fish, hedgehogs and other animals:

Teacher: The monkey is becoming more and more famous, and many small animals want to sit on it. taxi. Look: who's coming? (...)

How should the little monkey change its car so that various animals that are usually inconvenient to ride in the car can satisfactorily ride on it?

Children are divided into groups and choose an animal to discuss.

3. Continue the story based on the results of the children’s discussion. (A combination of individual narration, role-based narration, and collective narration)

(Commentary: Every child is a different individual. Here, the method of free combination and self-selected animals as discussion topics is adopted to encourage Children boldly speak their own thoughts, highlighting independent learning with children as the main body, allowing children to freely express their feelings to each other, which is convenient for stimulating children's positive thinking and expression of opinions, helping to cultivate the ability of independent thinking and innovation, and developing children's spoken language The ability to express and adapt flexibly. The enthusiasm of children to participate in narration and discussion has reached a new level here. In the interaction between teachers and students, children's diffuse thinking is developed)

IV. , Guide children to experience the joy of helping others and being helped by others.

So many animal friends who are usually inconvenient to take the bus have been helped by the monkeys. How do they feel? How does the little monkey feel? Why? (...)

Teacher: What does it mean to help others and to be helped by others? (Happy things, happy things)

5. Invite everyone to sit in the "little monkey"'s taxi, and the story will end naturally in the collective continuation of the story.

(A teacher plays the role of a little monkey and drives in)

(Commentary: In the summary, the teacher started from the goal and sublimated the theme of the activity: helping others and being helped by others are both the same thing. Happy things. Finally, the editor told the story in the situation, and the children's emotions reached a climax) Large class language activity lesson plan 7

Activity goals:

1. Observe the picture, Perceive the movements and expressions of the characters in the picture, understand the content of the story, and follow the repetitive story structure.

2. With the help of pictures, perceive the order in which animals appear and their sizes, and read the picture story completely.

3. Ability to negotiate roles with peers in a friendly manner, and take turns to perform the story according to the storyline.

Activity preparation:

"Rat Brother's Little Vest" PPT courseware, various small animal picture cards, performance props - little vest.

Activity process:

1. Import.

1. Use PPT courseware to introduce situations, and children guess stories based on pictures

Teacher: Today, a little mouse came to class (1), and his mother knitted a mouse for him. A little vest, he is so happy! But after a while, what happened to the little vest? What do you think, Brother Rat? What happened?

2. Children read independently.

1. Preliminarily perceive the content of the story and understand the repetitive story structure

Teacher: Please take a look at this story, and then tell me, what happened to the little vest? What happened?

3. Teachers and children*** read together.

1. Teachers read picture books with children, guide them to carefully observe the pictures, perceive the characters’ expressions and their meanings, and say repeated sentences

Teacher: Let’s do this See what's going on. Who is coming? What did he say? Who did what? How does he feel after putting on the vest? How do you know? Why does he feel this way?

2. Guide children to try to retell the story

Teacher: What kind of story is this? Who is in the story? What did he do and say? (Show the animal cards based on the children’s descriptions)

3. Discover the patterns of animal arrangement based on the animal cards

Teacher: What are the characteristics of these little animals trying on the little vests?

4. Role performance.

1. Invite children to perform roles based on their familiarity with the story.

Teacher: Is anyone willing to perform this story? (Please perform 1-2 times for children. During the performance, remind children to pay attention to the allocation of roles, take turns, pay attention to the use of expressions and movements, and pay attention to what is said)

Teacher: During the break, you can talk to the children Let's perform together, partners.

Reflection on the activity:

This is a language activity for children in a large class. In the activity, due to the teacher’s insufficient share of storytelling, the understanding of the animals’ expressions and moods was insufficient. , children tend to ignore this problem during performances; there are also fewer opportunities for children to express themselves, so that the two basic sentence patterns are not well reflected. However, in the next link, children in the upper class can also develop their own ideas about the story based on the plot. Understand, interpret the dialogue and try to speak it, which shows that the language development of children in the upper class is not limited to speaking, but understanding and creation. Large class language activity lesson plan 8

Design background

Today’s parents generally attach great importance to their children’s intellectual development, but in life, they just stretch out their hands for clothes and open their mouths for food, neglecting their children’s development. Cultivation of hands-on ability. Therefore, I launched the lesson "Little Hands Have Big Powers" to let the children feel that their hands have big powers and do things they can do in their daily lives.

Activity goals

1. Understand the characteristics of small hands.

2. Learn to do finger games and paintings to improve children's hands-on ability and their ability to perceive hands.

3. Protect your hands in life and develop a hands-on habit.

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

5. Develop an interest in literary works.

Key points and difficulties

1. Children can express the function of "hands" in simple language.

2. Draw your own hands and different changes on the paper.

Activity preparation

1. Each person has a piece of paper and pen.

2. Music "Clap Song" 3. Hand-shaped cards.

Activity process

1. Play "Clapping Song" and lead the children to clap their hands to the rhythm of the music.

2. Conversation method:

Teacher: Children, what were we playing just now?

Young: Clap your hands.

Teacher: We all have a pair of hands, and these hands are very capable! So what do you usually use your little hands for?

(Eating, dressing, writing, drawing, playing games, etc.)

Introduce children to express them in simple words and encourage "Your hands are so capable!" Is there any other child who can tell us? ”

3. Observation method and discovery method:

Let the children observe whether each of their fingers is the same length and shape. big?

What is the difference between your own hands and other people’s hands?

Through comparison, we can deeply perceive the characteristics of the hand.

Painting: Little hands change.

Show examples of hand-shaped drawings, let children freely appreciate them, talk about the content of each picture in the book, and look for the hand shapes hidden in the pictures. Encourage children to communicate with each other and explore the method of hand-shaped drawing independently.

4. Games:

(1) Finger games: guide children to use their hands to become a bird, a puppy, a flower, and a heart .

(2) Divide the children in the class into three groups and look for friends hand in hand.

Summary:

We all have such a pair of capable hands. From now on, we will use our hard-working hands to do what we can do and rely solely on your parents. .

Extension:

"Our hands are very important. How should we protect our little hands? For example: don’t break your hands with a knife, don’t bite your fingers, don’t do dangerous things, Pay attention to hand hygiene, cut nails frequently, wash hands frequently, etc.

Teaching reflections

The teaching materials are in line with the age characteristics of the children, and the classroom atmosphere is active. During the activities, the children improved their hands-on skills. , feel the power of hands. Through conversation, children can be told what they can do with their hands, which activates children's thinking, inspires learning, guides children to acquire new knowledge and develop intelligence, and improves language expression ability and language habits through comparison. Self-discovery of the characteristics of hands is conducive to the development of children's creativity and independent abilities. In activities, games are fully used to stimulate children's interest in learning, mobilize children's enthusiasm for intellectual activities, and achieve good teaching results.

During the teaching process, children should be allowed to do things by themselves based on real-life examples, such as dressing themselves, folding quilts, packing school bags by themselves, and experiencing the joy of doing things by themselves. 9

Design intention:

Children in the upper class have better language development and usually prefer telling stories and reading books. This activity is designed according to the characteristics of the children in the upper class and changes the traditional mode of telling the same story in the past. Instead, it makes the difficulty more difficult. Children freely arrange pictures and tell stories - independent thinking - telling stories, giving full play to children's thinking and oral expression, and cultivating children's imagination and sense of innovation.

Activity goals:

1. Guide children to understand the content of the film through careful and accurate observation, and be able to arrange pictures and tell stories according to their own wishes.

2. Cultivate children to tell the story in more complete sentences with expression. < /p>

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

Activity preparation:

1. A set of large wall charts for teachers (4 pieces) < /p>

2. A set of small wall charts for children (4 pieces)

3. 1 rooster hand puppet

Activity process:

1 .Perception and understanding of the narrative content.

(1) Hand puppet performance introduces topics.

(The teacher is behind the blackboard, imitating the speech of the hand puppet little rooster)

"Hello, children, do you all know me? (Know) Who am I? (Little rooster) Today I am here for our sophomore year My class is a guest, do you welcome me? (Welcome) I also brought you a gift! Do you want to know what it is? (I want to ask) Please show it to everyone. (Teacher shows the picture to the children! ) This is the picture album "Little Fox". It's very beautiful. Do you want to take a look? (I want to) I'll show it to everyone now. (The teacher flips through the book and pretends to drop the picture album on the ground.) Oops! The picture album fell to the ground. The order is also messed up and the content is messed up. What should I do? (Children are asked to discuss freely and come to a conclusion: arrange the pictures and tell the story by themselves)

(2) Show the messed up pictures and work with the children. Observe carefully, understand the content of the picture, and guide the children to observe and discuss: What happened to the chicken? What did the fox do?

2. Children use their previous experiences to tell. (a set of small pictures for each person). Divide the children into six groups for free narration. When the children tell the story, the teacher goes deep into the children as a participant and can use the interjection method to guide the children to use the learned words and more complete sentences. Tell the story of the occurrence and development of the incident with expression.

(2) Ask individual children to tell the story completely in front of the group, and encourage the children to listen carefully and find out the differences from their own stories.

3. Introduce new storytelling experiences.

The teacher tells the story of his story and guides the children to discuss and evaluate the children and the teacher who just told the story. What are the differences between them? The same? This helps children to conclude that the turning point of the story lies in the good or bad of the fox, and inspires children to pay attention to the conflicting characters.

(1) Teachers help children transfer new narrative experiences through situational performances. Teachers perform together with children to guide children to perceive the changes in the story results caused by changes in the role of the fox through their own experiences and pay attention. Inspire children to use their newly acquired narrative experience.

(2) Extended activities: Ask children to color and arrange small pictures based on their own story content, and make a picture book "New Little Fox"

Reflection on activities:

Early childhood is an important period for language development, especially oral language development. Children’s language ability is developed in the process of communication and use, and freedom and freedom should be created for children. A relaxed language communication environment encourages and supports children to communicate with adults and peers, so that children can speak what they want to say, dare to speak, like to speak, and receive positive responses. Children's language learning should guide children to naturally have conversations in life situations and reading activities. Text interest