In actual teaching activities, teachers are usually required to write lectures, which is an effective way to improve teachers' professional quality. How to write the speech? The following are my carefully arranged speeches in the language field of kindergarten large classes. Welcome to draw lessons from and refer to. I hope it helps you.

Lecture notes in the language field of kindergarten large classes 1 1. Teaching materials.

(1) Tell the design intention: "The Big Tiger without Teeth" This is an interesting story with vivid images. The story reveals the stupidity of the tiger and the cleverness of the fox, which can easily attract children's interest in learning.

(2) State the objectives of the activity:

In the field of language, the Guiding Outline of Kindergarten Education puts forward that "the key to developing children's language is to create an environment where children want to speak, dare to speak, like to speak, have the opportunity to speak and get positive response", and "encourage children to express their thoughts and feelings boldly and clearly, and develop their language expression ability and thinking ability." Activity goal is the starting point and destination of teaching activities and plays a guiding role in the activities. According to the age characteristics and actual situation of large-class children, emotional, cognitive and ability goals are established, which are both independent expression and mutual integration.

1, observe the pictures of the fox pulling out its tiger teeth, and understand the story through independent reading.

2. Understand the psychological activities of foxes and tigers by watching, learning, speaking and doing.

3. Educate children to accept themselves and others. Have the consciousness of listening and be willing to participate in reading activities.

In order to better serve the goal of this activity and complete the content of the activity, I have made the following preparations: each person has a small notebook, pictures and a big notebook.

Second, teaching methods.

Educational psychology believes that "learners can grasp the learning object more accurately and effectively by opening multiple perceptual channels at the same time than by opening only one perceptual channel." According to the children's learning situation, I adopted observation, questioning method, performance and other teaching methods in this activity. The observation method is used because children's thinking in this age group has obvious figurative characteristics and belongs to typical figurative thinking. From children's understanding of things and the characteristics of language itself, it is very important to implement the principle of intuition in kindergarten language education. Stimulating children's audio-visual organs directly by looking at pictures can make teaching lively and stimulate children's interest in learning. Questioning method is adopted because asking questions can guide children to observe carefully and purposefully and inspire them to think positively. I use enlightening questions to let children describe specific images in words, which is an effective way to solve the key points of activities. Questioning method is a method that can be used in language activities. By asking questions, observing and answering, children can understand stories more conveniently. Acting allows children to understand the words of different characters in the story while learning dialogue, which makes it easier for children to understand the psychological activities of different images and the development plot and content of the story.

Third, speaking and learning.

Following the law of children's learning and the characteristics of children's age, under the guidance of the new concept of the syllabus, the whole learning activity always takes children as the main body, changing the past "want me to learn" into the present "I want to learn". Follow the principle of teaching from shallow to deep, so that children can master the key points and difficulties of activities in a relaxed atmosphere of watching, listening, thinking, speaking and playing. Children will use observation, performance and so on. Observation means that children actively participate in activities through visual and auditory senses, and children directly get impressions by observing pictures. Performance is a psychological change in children's understanding of story images in learning, and it is a good opportunity for children to practice speaking.

Fourth, talk about the activity process.

Combining the principles of kindergarten education and the objectives of this activity, I designed the following four links:

1. Show the pictures of the main characters to stimulate children's interest in reading books.

2. Teachers and children read the story together and understand the story.

3. Guide children to think about the ending of the story after the big tiger has no teeth.

(1) Show pictures of tigers with and without teeth to arouse children's interest.

Interest is the key for children to actively participate in activities. At first, I used a familiar character to attract children's attention, and directly entered the topic through a question: Do you know what is the most powerful thing about tigers, children? Why did the tooth fall out later? Why on earth? (By guessing, you can know the real answer by reading a book) (2) Teachers and children read the story together and understand the story.

1, find the picture that the little fox is not afraid of the big tiger. Question: Where can I see that foxes are not afraid of big tigers? Study medicine. What does it look like? Why is it not afraid of the big tiger?

2. Look at the third to ninth pictures. Question: What good idea did the fox have? Let's learn their dialogue together. Why does the fox send candy to the tiger? Does the tiger like to eat? Where did you see it? Throw the questions to the children one by one, so that the children can understand the development of the story in independent reading and understand the content of the story through acting.

3. Find the picture 10 ~ 13. Question: The teacher told the story of a tiger looking for a doctor, and asked the children to find out which ones. Why doesn't the doctor want to help the big tiger pull out his teeth? By listening, we know that everyone is afraid of the big tiger.

4. Look at the last two pages of the story together and ask: How did the little fox come? How did you help the big tiger pull out his teeth? Understand the content of the story by telling and acting.

(3) Guide children to imagine the ending of the story after the big tiger has no teeth.

Imagine a big tiger without teeth through discussion. This will guide children to create the ending of the story and cultivate their imagination.

(4) Extended activities:

Draw your own ideas and tell other children.

Teaching reflection:

During the activity, children can actively answer questions and don't want to become big tigers. Many children also said that they would go back and tell their grandparents not to eat sugar before going to bed.

The children in the big class are younger, and we are located in the countryside. The good habit of brushing teeth is set too high in the activity goal, and it is easier to gargle after meals in practice.

Lecture draft 2 Dear judges and teachers in the language field of kindergarten large classes,

Xxx is good!

I'm here to apply for the kindergarten teacher candidate XX. Today, the topic of my speech is "Reaction". Next, I will start my lecture from six aspects: teaching materials, learning situation, activity methods, activity preparation, activity process and activity extension.

First of all, talk about textbooks.

This activity is the first teaching activity in the field of language for children in large classes. The main content consists of five groups of simple corresponding opposite actions, each group has two opposite verbs, such as: open your eyes-close your eyes. This constitutes a catchy formula, which can promote children to master the opposite actions in the process of speaking and doing, meet the basic requirements of "children's language development in the process of activities" put forward by the outline, and further promote children's social development in the process of activities.

On the basis of the above contents, combined with the specific requirements of the activity objectives in the outline, I will express the three-dimensional objectives of this activity as follows:

1 cognitive goal: understand that there are many opposite actions in life.

Ability goal: develop oral expression ability and thinking response ability through games with opposite actions.

Emotional goal: in the process of the game, realize the fun of learning "opposite action"

In order to better achieve the goal of the activity, we need to consider the key points and difficulties of the activity, so as to better grasp the key points of the whole process of the activity.

1 activity focus: master the reaction during the activity.

Activity difficulty: further stimulate the interest in learning language.

Second, talk about learning.

A good activity should not only pay attention to the nature of teaching materials, but also understand the specific situation of young children, so as to teach students in accordance with their aptitude and have a clear aim. Next, I will briefly analyze the situation of large class children. Children in large classes mainly think in concrete images, but logical abstract thinking has begun to sprout, which shows that they have been able to understand and accept the "opposite" characteristics of things psychologically. However, because children's knowledge and experience are scattered and not specific enough, teachers still need specific guidance and guidance in the process of activities.

Third, say the activity method

The new "Outline" points out that "kindergarten education should fully respect children's experiences and experiences as learning subjects". In activities, teachers should fully respect children's subjectivity and initiative. Therefore, the organization of this activity abandoned the simple preaching methods in traditional activities, and adopted a variety of activities with children as the main body, such as game method, total physical response, intuitive method and inspiring questioning method. Through intuitive presentation and enlightening questions, children are guided to enter a language environment for learning "the opposite action", and then the whole body reaction and games are used to organize children to further perceive and master the oral expression of "the opposite action" while speaking and doing things.

Fourth, talk about activity preparation.

In addition, the smooth progress of activities also needs to be prepared. The preparations for this activity include two aspects:

1 experience preparation: children have experience in related actions, such as "opening eyes and closing eyes".

Material preparation: video about children's opposite movements.

Five, said the activity process

The above analysis of teaching materials and children is the basis of my activity flow design, so I will focus on my activity flow next, which is divided into three parts:

(A) the lead-in part

A good beginning is half the battle. The success of an activity design is also inseparable from a "good start". Therefore, I adopted the way of "video" import, mainly playing the silent video of the opposite action, guiding the children to intuitively perceive the opposite action and stimulating their curiosity. Then I will ask my child a question: "Son, what are you doing watching the children in the video?" Guide children to identify the characteristics of the opposite action in the video.

(2) Basic part

1 After the import is successful, I will play the previous video again by listening, and try to lead the children to do actions with the password with me. This process can further stimulate children's interest and perception of the opposite action.

Next, I will continue to organize activities with complete physical reaction. It is mainly divided into three times: first, I said that when I do the action, the child just follows the action; The second time, talk and act with the children; The third time, I didn't say or do it. The child said he would do it himself. Through this link, children can master the expression of opposing movements and active movements.

Then I continue the following activities through the game. The rules of the game are: I say one side of the action, such as "open your eyes", and the children quickly say the other side of the action "close your eyes" and make related actions. This can better cultivate children's language listening and speaking ability, and can also cultivate children's reaction ability.

(3) Conclusion.

I will ask my child, "Son, we have learned the above opposite movements. Let's think about it. What are the opposite behaviors in our lives? " Therefore, activities can be ended in a relatively stable atmosphere, and at the same time, children's communication and cooperation ability and divergent thinking can be further promoted. In addition, in the whole process, I will attach importance to encouraging children to be bold.

Sixth, say activity extension.

Education is a long-term process, even if an activity is wonderful, it needs the continuous development and supplement of follow-up activities. Therefore, the extension of activities is essential. The extension of this activity is to let children find the opposite action in the community and family, and return to kindergarten the next day to tell other children.

This is my speech. Thank you, judges and teachers!

Lecture notes in the language field of kindergarten large classes 3 I. Oral teaching materials

The Proud Big White Goose is the content in the language field of the first volume of Kindergarten Big Class by China International Broadcasting Press. This is a story-telling text with pictures. In this paper, four pictures are given, namely, the great white goose swims proudly, meets a chicken on the road and laughs at the chicken being too small. The big white goose walked with its head held high and finally fell down. Through this activity, children can look at pictures and tell stories, and know the truth of modesty. This is in line with the Outline: encourage children to express their thoughts and feelings boldly and clearly, try to explain and describe simple things or processes, and develop children's language expression ability and thinking ability. According to the analysis of the content and function of the textbook, combined with the requirements of the outline for the activity objectives, I have established the following three-dimensional objectives:

1 cognitive goal: understand the story content and know the truth of modesty;

Ability goal: cultivate the ability to create and edit stories by making up stories;

Emotional goal: to be able to experience fun in the game.

Based on the analysis of teaching materials and activity objectives, I have formulated the following activities:

1 Activity focus: Understand the story content and experience the fun in the game.

2 Activity Difficulties: Know how to be modest and develop the ability of story creation.

Second, talk about learning.

In order to better achieve the goal of the activity, I will briefly analyze the students' situation: the children in the big class are in the stage of figurative thinking, and abstract logical thinking begins to sprout. With the development of cognitive ability, children's language ability and imagination ability at this stage have been greatly improved. So the focus of the activity is to cultivate children's ability to look at pictures, speak and create stories. The difficulty of the activity is to let the children understand the truth of modesty and get along well with them.

Third, say the activity method

The outline points out: "Teachers should be supporters, collaborators and guides of learning activities". In activities, teachers should have goals in mind and children in their eyes, so that children can truly become the main body of learning. Therefore, the organization of this activity abandoned the simple preaching method in traditional activities, but adopted many activities with children as the main body, mainly including:

1 discussion method: it can develop children's thinking and is an important method to stimulate children's oral expression.

2 intuitive display method: concrete image, in line with the characteristics of children's concrete image thinking.

3 Game method: Game is the basic activity of children, which is educational, entertaining and creative, and enables children to learn in a relaxed and happy atmosphere.

Fourth, talk about activity preparation.

Thinking in concrete images is a typical way of children's thinking. Only with the help of concrete images of things can children better understand the content of the story. To this end, I have prepared the following activities:

It mainly includes the great white goose, some headdresses of chickens, pictures about the story of the great white goose and videos of the story of the great white goose.

Five, said the activity process

The above analysis of teaching materials and children is to pave the way for my activity flow design, and then I will introduce my activity flow.

(a) the beginning part

In order to stimulate children's interest and focus their attention on activities, I introduced them with riddles at the beginning of the activities. I will ask children: children, today the teacher will guess a riddle for everyone to see who can guess it.

"Wearing white clothes, wearing a red tassel hat and a long neck, walking unsteadily"

Draw a big white goose through the children's riddle. At the same time, I will ask the children: We know that the Great White Goose is beautiful, so what happened when the Great White Goose went out today? Through such questions, children's interest in activities can be stimulated, and at the same time, they can pave the way for later activities.

(2) Basic part:

1 The teacher shows pictures and the children make up stories.

In this session, I will show my children four pictures of white goose stories, guide them to tell what happened in each picture, and finally let them tell the whole story themselves. Put the first picture first and ask the children: What is the big white goose doing in this picture? Next, the second picture shows the children what happened between the chicken and the big white goose. Guide the children to see the big white goose with its head held high, which shows that the big white goose is very proud. The third and fourth pictures are coherent. At the same time, I will show it to the children so that they can understand the contents of the pictures. The big white goose fell into the ditch because it kept walking with its head held high. After that, I will guide the children to finish the story, and I can also tell the story to other students.

2 Watch the story video

In this session, I will let the children watch the video of the story of Great White Goose. Thinking in images is the main feature of children's thinking. By watching video stories, children can have a deeper impression on the story of Great White Goose.

3. Guide children to understand the story.

In this session, I will guide children to have a deeper understanding of the story, explore the truth behind the story, and ask questions to children at the same time, so that children can discuss in groups. In this session, I will ask the children two questions, including: "Why did the Great White Goose fall? If you were a big white goose, what would you do? " Through these two questions, children can discover the truth behind the story and lead to the truth of modesty.

Step 4 Continue the story

This link guides the children to continue to make up stories in groups. Through the continuation of the story, children's thinking can be dispersed and their imagination can be developed. I asked my children, "After a fall, the big white goose went back to reflect and knew her mistake. What should the Great White Goose do in the future? " Let the children tell their stories about the big white goose boldly.

(3) Conclusion.

In this session, I will guide children to perform different roles according to their own stories, and distribute headdresses of white geese and chickens to children, so that they can choose the roles they want to play. In the process of game performance, children can deeply understand the content of the story, know how to be modest, and experience the fun of the game during the game.

Sixth, say activity extension.

Good educational activities are not limited to a specific activity, but a long-term and continuous process, especially the cultivation of abilities and habits, and the extension of activities is indispensable. The extension method I adopted in this activity is environmental creation, inviting young children to draw a picture of a big white goose and stick it in our corner to make our corner world better.

This is my speech. Thank you, judges and teachers!

Lecture Notes 4 Dear judges and teachers in the language field of kindergarten large classes,

Xxx is good!

I'm here to apply for the kindergarten teacher XX. Today, the topic of my speech is "Where is the small door?" I will start my lecture from six aspects: teaching materials, learning situation, activity methods, activity preparation, activity process and activity extension.

First of all, talk about textbooks.

"Where is the small door?" It is an activity in the language field of the first book of the kindergarten teacher class. Doors are an indispensable part of our daily life. They can not only make us live safely, but also protect us from the cold. This activity tells an interesting story. The rabbit made a new house out of pumpkin and a door out of ice. The door disappeared after the sun came out. It is pointed out in the outline that language ability develops in the process of application, and the key to developing children's language is to create an environment in which they want to speak, dare to speak, like to speak, have the opportunity to speak and get positive responses. Through learning, children can exercise the language expression ability of reading pictures and telling stories, and at the same time, they can cultivate the good habit of listening to stories and thinking seriously.

According to the characteristics of children's physical and mental development and the actual situation of children, I have determined the following three-dimensional goals:

1 Cognition: Understand the plot of the work and the characteristics of animal images, and learn the new words "rabbit, melon, door and food".

2. Ability: Cultivate the ability of language expression and imagination creation by carefully watching and editing pictures.

Emotion: form a good habit of loving hands-on, thinking and reading.

In the analysis of the target, I set the focus of this activity as: understand the content of the story and know why the door is missing. The difficulty lies in developing the habit of loving hands and thinking through thinking and continuing stories.

Second, talk about learning.

Children in large classes are curious and eager to learn, and their ability to understand things is gradually enhanced. They can express, express and create through their hands, mouths, movements and expressions. Therefore, I became very interested in learning this story and laid the foundation for learning this activity. At the same time, it enhances their cooperative consciousness and self-control ability, so that they can feel the satisfaction of success on the basis of training their language expression ability through cooperation.

Third, say the activity method

It is clearly pointed out in the Guide that it is necessary to grasp the stage characteristics of children's development and fully respect the individual differences of children's development. Therefore, in this activity, I followed the principle of taking teachers as the leading factor, children as the main body and activities as the main line, and began to adopt the riddle game method, continue to perform after telling stories, and carry out activities in situational teaching. Through participation, discussion and demonstration, children are guided to explore and acquire knowledge and experience independently.

Fourth, talk about activity preparation.

Montessori, the mother of preschool education in the world, believes that a prepared environment is the key. Therefore, in order to fully respect and protect their curiosity and interest in learning and create a rich educational environment, I will provide some preparatory materials:

1 Introduce the animation video of ice melting;

Cheerful music about rabbits;

3 wall charts of various plants and materials.

This can help direct perception and personal experience and stimulate the fun of exploration.

Five, said the activity process

(1) The beginning: riddle introduction and wonderful dialogue.

Children's attention is easily diverted, and they should be attracted by novelty, vividness and image.

1 I will say hello to the children kindly.

Say riddles and perform: What is tall and big? Everyone has it. Be sure to lock it when you come out, it will protect my home! This can catch children's attention, cultivate children's listening, speaking and imagination abilities, and praise children who guess riddles.

Ask your good friend Tutu to help Tutu solve a big problem about the door, so as to introduce the activity.

(2) Start the activity

1 Create a situation and make a preliminary perception.

Show the story wall chart, play the accompaniment music and tell the story vividly. In the process of telling, the following questions are interspersed. The rabbit doesn't want to eat pumpkin. What do you think can be done? How about the new house? What's so strange about it? Winter is coming. What is the sound of the wind? What kind of mood is a rabbit without a door? Here I praise the children's observation ability and imagination expression ability. For example, your observation is really meticulous, and the little rabbit praises you as the best! Under the method of asking and answering questions inspired by pictures, we have a preliminary perception of the story of rabbits making doors, and we can accumulate some problems. And pay attention to tell children not to play by the river and carry out safety education.

2 teacher-student interaction, in-depth understanding

Question: What material does the rabbit make the door? Why is the small door missing? To help you understand, play an animated video that introduces the melting of ice. Guide your brain: what material is good for making doors? Why? Help rabbits build new houses. Show the pictures, children retell the story, and continue: what will happen next. For example, I asked Uncle Panda to find the right material. Give full play to imagination, give children enough free expression space, and improve their ability to look at pictures and speak. At the same time, I understand the good habit of observing more, doing more and thinking more in the story.

Chinese character image recognition, graphic comparison: rabbit, melon, food, door. For example, the rabbit's point is a small tail to help identify.

3 Migration internalization, imagination creation

Find friends in pairs and connect the Chinese characters with the corresponding pictures. The teacher said that Chinese characters look for the corresponding cards in the Chinese character basket.

After consolidating the recognition and reading of Chinese characters, let the children choose their favorite roles, bring the corresponding headdresses and perform the things involved in the story again. I will provide some help to children in the process of role-playing, and encourage them to create freely, develop their cerebellar foramen, and give play to their language expression, body expression and cooperation ability.

4. Incorporate children's songs, rhythm summary

Play the background music of several ducks, and let the children in the class talk and do actions with me:

A big pumpkin and a small rabbit make up a home. It's too cold in winter without a door.

See the ice by the river and make a transparent door. When I got up in the morning, the door was gone.

Praise the children's performance again and end the activity. Summarize in the form of children's songs and cooperate with the rhythm to help children deepen their understanding, expression and coordination of the story under the condition of joint movement of mouth, ear and body.

Sixth, say activity extension.

Good educational activities are not limited to a specific activity, but a long-term and continuous process, and the extension of activities is indispensable. So I use family cooperation to extend my activities and let my children go back and share this little story with their parents, which can not only stimulate their love for the story, but also promote emotional communication between parents and children, which is conducive to their healthy growth.

This is my speech. Thank you, judges and teachers!

;