语言活动《全世界的洞洞》

第一篇：语言活动《全世界的洞洞》

语言活动《全世界的洞洞》

活动目标

1、欣赏大书，理解绘本内容，感受“洞洞”的有趣。

2、仔细观察画面，根据图示大胆猜测作品中的角色形象。

3、乐意倾听同伴讲述，并初步尝试仿照作品中的句式进行仿编。活动准备

1、一段优美活泼的背景音乐，各种不同的洞洞图片。

2、教学大书、绘本《全世界的洞洞》 活动过程

1、讨论，引题

——师：你见过洞洞吗？你在哪里看到过洞洞？（讨论，引发幼儿兴趣）

——根据幼儿的表述，教师从大自然中、生活中、身体上等角度简单梳理孩子们对于洞洞的经验。

2、出示教学大书，寻找洞洞，初步欣赏与理解绘本 ——翻开教学大书第29页、第30页，引出题目。

——出示带有物体局部特征的“洞洞”画面，引导幼儿大胆猜测及表达。——师（翻开第31页、第32页）：这个洞洞像是在谁的身上？它可能是什么？为什么？ ——师（翻开第33页、第34页）：这个洞洞又可能长在哪个动物身上？它看上去又会是什么呢？

——师（翻开第35页、第36页）： 能看出这个洞洞会是谁最喜欢的地方？小老鼠可能在这个洞洞里怎么玩呢？

3、完整阅读绘本并讲述

——结合背景音乐，教师完整讲述绘本。

——师：原来洞洞是那么奇妙和有趣，今天老师请你们和我一起来欣赏《全世界的洞洞》 ——师：这是多么有趣的一本书啊，你最喜欢书中的哪个洞洞，能用书里的话告诉大家吗？ ——幼儿一起学习边看书边讲述一次。

4、初步仿编

——出示“红房子”的图片，教师示范运用作品中的句式“~ ~告诉你：洞洞就是······”进行仿编。

——师：除了书中这些有趣的洞洞之外，世界上还有很多奇妙又有趣的洞洞。你们看，我也找到了一个洞洞，屋顶上的大烟囱也是个洞洞。我把它编进了书里，“我想知道，这些洞洞到底有什么？红房子告诉我，洞洞就是我的大烟囱”。

——幼儿自由寻找图片并根据图片的提示找到洞洞，自由仿编。

——师：我们念自己编的儿歌感觉很不错，老师给大家准备了很多有洞洞的物体照片，每个小朋友挑选一张自己喜欢的照片，模仿书里的句子来编一编。——全体幼儿一起以四幅图为一组进行仿编，串成新的大书内容。活动延伸

1、师：这真是一本有趣的书，全世界还有很多很多有意思的洞洞，现在我们一起去外面的世界寻找洞洞吧！

第二篇：英语演讲:全世界的通用语言

THE ENGLISH LANGUAGE 英语语言

Mr.Chairman, adjudicators, ladies and gentlemen,Good afternoon.The arrival of the year 1999 has brought with a near perfect opportunity to take a look back at the last one thousand years, assess man’s successes and failures, and look forward with our predictions of the third millennium.Already this afternoon you’ve heard many assessments and you’ve heard a variety of predictions.A variety so vast, ranging from Lewis Carol’s depiction of celebratory life, to the Irish celebration of death.So vast a variety that it’s difficult to find any common ground amongst the contestants here today.perhaps the only thing that we all share is that we are indeed discussing millennia, the old and the new and the turn of the millennium, and we’re all discussing it in the same language.A few hundred years ago to have held an event like this it would have been imperative that we were all fluent in a number of different tongues, for the approach of combating the language barrier was simply to learn many different languages.Of course people back then had an ulterior motive: that was to ensure that different languages held their different societies or positions, or as King Charles V of Spain put it, “ I speak Spanish to God, Italian to women, French to men and German to my horse.”

Today our approach is somewhat different.Instead of trying to vastly spread our verbal ability across the board, we’ve chosen rather to focus it, concentrating on our ability to master one particular language, the English language.Time magazine recently suggested that by the turn of the millennium, English will be the Lingua Franca for one quarter of the world’s population.Already today sixty percents of the world’s television and radio broadcasts are produced and delivered in English.Seventy percents of the world’s mail addressed in English.And it is the language of choice for almost every bite of computer data sent across the globe.But why English? There are no clear linguistic reasons for its suggested global dominance, certainly the grammar is complicated, the spelling peculiar and the pronunciation eccentric, to say the very least.One would need only look through the dictionary to find the vast list of amusing paradoxes in the English language—quicksand that works slowly, a boxing ring that is in fact square and a guinea pig that’s really neither from Guinea nor is it a pig.Doesn’t it seem odd that one can make amends but not one amend.Or go through the annals of history but not one annal.The reason, ladies and gentlemen, is simple.English is strange, but no where near as strange as some of our alternatives.perhaps I should give you a few idiomatic examples.In English we say “once in a blue moon”.The Italian choose instead “every death of a pope”.Irish doesn’t like our “drop dead”, replacing it rather with the slightly more obscure “you should lie in the earth.” And if you wanted to tell someone off in Spanish our relatively obvious “go fly a kite” would be better served by the phrase “go fry asparagus”.English’s primary advantage is that of flexibility.On the one hand it has the largest vocabulary of all modern languages, allowing us, as its users, to say exactly what we want in exactly the words we choose to use.On the other, globalization has insured the introduction of a business English, a sort of trimmed down variety of the language we’ve all come to know and love.It’s interesting to know that the simple list of just ten words, words like “a”, “and”, “have” and “the”, combined to form one quarter of all those ever used in modern communication.perhaps the real test is: will the global adoption of English as a master language insure the eradication of any misunderstandings that happen today? The answer is not as simple.Russell Hoven once asked: “How many people speak the same language even when they speak the same language?” But one can only hope that our only aim and our only chance of insuring that we communicate effectively with each other is to make sure that we do speak one universal language.In a thousand years time Western clocks will hopefully have ticked onto the year 2999 and we can be assured that scientists, academics and futurists will convene, much like we’ve done today to look back at the third millenium and offer their predictions for the successes of the forth.It’s impossible to imagine what they might say, impossible to imagine what technology they’ll have available or even which planet they’ll hold the meeting on.In fact, quite possibly the only thing we can say for sure is that they’ll be discussing the issues in one common universal language.And that will be the language of the third millennium.And that language without any doubt looks set to be English.Thank you.全世界的通用语言--英语

主席先生，诸位评判员，女士们，先生们：

下午好。

1999年的到来给我们带来了一个回顾过去千年的好机会，评价人类的成与败，展望第三个千年的前景。

今天下午大家已经听到了许多评价和不同的展望。这些评价和展望是如此之多，从刘易斯-卡罗对幸福生活的描绘，到爱尔兰人的死亡庆典。这些评价和展望是如此之多，以致今天的比赛上很难发现任何相同之说。也许唯一的相同点就是我们的确在讨论千年期，新千年，旧千年以及新旧之交，而且我们都在用同一种语言对论。

几百年前，举办一次像这样的活动是十分麻烦的，我们得流利地说许多种不同的语言，因为克服语言障碍就是学习多种不同的语言。当然，那时候的人们有一个心照不宣的观念：不同的语言显示着社会地位，就如西班牙国王查尔斯五世说的：“我对上帝说西班牙语，对女人说意大利语，对男人说法语，对马儿说德语。”

今天我们的目的有些不一样。我们不用将学习精力分散于多种语言的学习上，而是集中在一种特别的语言——英语的掌握上。《时代》杂志最近说，在世纪之交，英语将会成为世界四分之一人口的通用语言。今天已经有60%的电视和广播在用英语制作和传输。70%的信件是用英语写的。英语还是全球传送的电脑资料的几乎每个字节所选择的语言。

但为什么是英语？对于它的全球化没有明确的语言学的原因。诚然它的语法是复杂的，拼写是独特的，发音是古怪的。就拿最基本的说，只要查一查字典，你就能发现一大串逗人的似非而是的隽语——quicksand反而慢腾腾，boxing ring 原来是方的，guinea pig不是来自几内亚，也不是猪。一个人可以说 “make amends”，但却不能说 “one amend”，这不是很奇怪吗？你可以翻阅一本史册，但却不能把“一本史册”说成 “one annal”。其中的原因，女士们，先生们，是很简单的，英语够奇怪的了，但是对于另外一些说法就更奇怪了。

也许我该给大家举出几个成语例子。“千载难逢”用英语我们说“once in a blue moon”。在意大利语中则成了“every death of a pope”。爱尔兰人不喜欢把“死亡”说成 “drop dead”，而用 “you should lie in the earth”表达得更委婉。如果你想用西班牙语指责某人“放空头支票”，那么最好是用 “go fry asparagus”，而不是相对较直白地说 “go fly a kite”。英语最基本的优势在于它的灵活性。一方面，它有着所有现代语言中最丰富的词汇表，允许我们这些使用者能用最恰当的词汇恰如其分地表达出我们的所想。另一方面，全球化使得商业英语的介入成为必然，一种我们都将能懂得和喜爱的简化语言。

有意思的是，简单的十个词，如 “a”, “and”, “have” 和“the”，组合起来就是能形成现代交际中所用的词汇的四分之一。也许真正的问题是，作为一种主要语言的英语的全球化真能消除今天的种种误解吗？答案并不是那么简单。拉塞尔·霍文曾问道：“即使是在说同一种语言，有多少人说的是相同的语言呢？”但有一点可以确定的是，确定我们相互之间能有效地沟通的唯一的目的和机会，就是我们在说同一种世界语。在一千年内，西方的时钟将滴答着走向2999年，我们也将肯定，科学家、学者和未来主义者将集合起来，就像我们今天所做的，回顾第三个一千年，并展望第四个一千年的辉煌成就。

他们将说些什么，将掌握什么样的科技，将在哪个星球上开会，是无法想象的。实际上，我们唯一敢肯定的事情是，他们将用一种共通的世界语讨论事务，这就是第三个一千年的语言。毫无疑问，这种语言即是英语。谢谢大家。

第三篇：英语竞赛演讲:全世界的通用语言

The arrival of the year 1999 has brought with a near perfect opportunity to take a look back at the last one thousand years, assess man’s successes and failures, and look forward with our predictions of the third millennium.Already this afternoon you’ve heard many assessments and you’ve heard a variety of predictions.A variety so vast, ranging from Lewis Carol’s depiction of celebratory life, to the Irish celebration of death.So vast a variety that it’s difficult to find any common ground amongst the contestants here today.perhaps the only thing that we all share is that we are indeed discussing millennia, the old and the new and the turn of the millennium, and we’re all discussing it in the same language.A few hundred years ago to have held an event like this it would have been imperative that we were all fluent in a number of different tongues, for the approach of combating the language barrier was simply to learn many different languages.Of course people back then had an ulterior motive: that was to ensure that different languages held their different societies or positions, or as King Charles V of Spain put it, “ I speak Spanish to God, Italian to women, French to men and German to my horse.”

Today our approach is somewhat different.Instead of trying to vastly spread our verbal ability across the board, we’ve chosen rather to focus it, concentrating on our ability to master one particular language, the English language.Time magazine recently suggested that by the turn of the millennium, English will be the Lingua Franca for one quarter of the world’s population.Already today sixty percents of the world’s television and radio broadcasts are produced and delivered in English.Seventy percents of the world’s mail addressed in English.And it is the language of choice for almost every bite of computer data sent across the globe.But why English? There are no clear linguistic reasons for its suggested global dominance, certainly the grammar is complicated, the spelling peculiar and the pronunciation eccentric, to say the very least.One would need only look through the dictionary to find the vast list of amusing paradoxes in the English language?quicksand that works slowly, a boxing ring that is in fact square and a guinea pig that’s really neither from Guinea nor is it a pig.Doesn’t it seem odd that one can make amends but not one amend.Or go through the annals of history but not one annal.The reason, ladies and gentlemen, is simple.English is strange, but no where near as strange as some of our alternatives.perhaps I should give you a few idiomatic examples.In English we say “once in a blue moon”.The Italian choose instead “every death of a pope”.Irish doesn’t like our “drop dead”, replacing it rather with the slightly more obscure “you should lie in the earth.” And if you wanted to tell someone off in Spanish our relatively obvious “go fly a kite” would be better served by the phrase “go fry asparagus”.English’s primary advantage is that of flexibility.On the one hand it has the largest vocabulary of all modern languages, allowing us, as its users, to say exactly what we want in exactly the words we choose to use.On the other, globalization has insured the introduction of a business English, a sort of trimmed down variety of the language we’ve all come to know and love.It’s interesting to know that the simple list of just ten words, words like “a”, “and”, “have” and “the”, combined to form one quarter of all those ever used in modern communication.perhaps the real test is: will the global adoption of English as a master language insure the eradication of any misunderstandings that happen today? The answer is not as simple.Russell Hoven once asked: “How many people speak the same language even when they speak the same language?” But one can only hope that our only aim and our only chance of insuring that we communicate effectively with each other is to make sure that we do speak one universal language.In a thousand years time Western clocks will hopefully have ticked onto the year 2999 and we can be assured that scientists, academics and futurists will convene, much like we’ve done today to look back at the third millenium and offer their predictions for the successes of the forth.It’s impossible to imagine what they might say, impossible to imagine what technology they’ll have available or even which planet they’ll hold the meeting on.In fact, quite possibly the only thing we can say for sure is that they’ll be discussing the issues in one common universal language.And that will be the language of the third millennium.And that language without any doubt looks set to be English.Thank you.

第四篇：大班科学活动《有趣的洞洞》

大班科学活动《有趣的洞洞》

执教者：刘洪

活动目标：

1.找寻身边的洞洞，知道洞洞与我们生活密切相关。

2.探究洞洞的用途，体验探究的乐趣。

3.喜欢动手操作。

活动准备：

洞洞实物若干洞洞串珠玩具背景音乐

活动过程：

一、我们的身体洞洞

１.小朋友们都猜过谜语，今天刘老师也给小朋友们带来了一个谜语，仔细听哟：一个葫芦七个洞，有的洞会动，两个洞口朝下，两个洞口分西东。猜一猜这是我们身体的那一部位呢？……

我们的脑袋真像一个葫芦，一起来数一下是不是七个洞呢？……哪些洞是会动的？哪两个洞口朝下？哪两个洞口分得很远呢？

如果说鼻孔是闻气味的洞洞，那么眼睛是干什么的洞洞呢，那嘴巴又是做什么的洞洞呢？耳朵呢？这些洞洞一直在为我们服务，小朋友可不能用手乱挖呦！

２.除了这些洞洞，我们的嗓子、肚脐眼、汗毛管也是洞洞。而且我们的身体还可以做出不同的洞洞造型，你们看刘老师先用手在前面做了一个望远镜洞洞造型，在用手臂和腿做了一个大洞洞造型，你能用身体摆出什么样的创意洞洞造型呢？……让我们一起对着镜头听着老师的口令，用我们的身体来玩一玩有趣的洞洞造型好吗？刘老师还想邀请你们的老师和刘老师一起来创意洞洞造型，你们帮我们喊口令好不好？等课下小朋友也可以一起组合呦。

二、生活中的洞洞

1.刘老师身上穿的衣服也有许多洞洞，帽子洞洞、领子洞洞、上衣下摆洞洞，你的衣服上有哪些洞洞，我们来找一找。

2.在我们教室里也有许多洞洞，孩子们一起行动起来找一找、说一说。

3.（展示苹果和南瓜的洞洞）你还吃过哪些有洞洞的水果、蔬菜或其它点心和零食，说出来和大家分享分享。

4.还有许多动物朋友也住在洞洞里，你知道哪些动物朋友住洞洞吗?（蚂蚁、老鼠、蛇、青蛙、小熊、蚯蚓等）

5.洞洞真是太有趣了，刘老师要和小朋友们做一个游戏，现在请你根据老师的描述猜一猜它是什么洞洞，听清楚了：这是一个洞洞，这是一个有趣的洞洞……(炒菜锅、洗衣机、垃圾桶等。)想一想你还看到那些洞洞物品呢？

三、洞洞的用途

洞洞宝宝真是无所不在，而且在我们生活中洞洞的作用可大了，刘老师还带来了许多洞洞实物宝宝，请小朋友们挑选一个自己喜欢的洞洞宝宝仔细研究研究，这个洞洞宝宝哪里有洞洞？这些洞洞有什么作用？来，孩子们挑选自己喜欢的洞洞宝宝吧！

四、操作活动：穿项链

老师还为小朋友们准备了好多洞洞玩具，我们动动手来给自己穿一串漂亮的项链吧！

第五篇：《肚皮上的洞洞》活动设计

《肚皮上的洞洞》

活动设计

马洪珍

沧县旧州镇中心幼儿园

教材分析: 《肚皮上的洞洞》这个活动选自中班上册健康，这是一个激发孩子探索兴趣，培养孩子健康习惯的一个活动。肚脐对于幼儿来说并不陌生，但对于肚脐的来历幼儿并不清楚。该活动首先让幼儿了解肚脐的来历，然后在幼儿了解肚脐来历的基础上，再通过观察图片进一步知道保护肚脐的方法。这个活动设计既符合中班幼儿的年龄特点，又符合孩子的现实需要。

教学目标：

1、了解肚脐的来历。

2、通过摸肚脐、说肚脐、观察图片，使幼儿知道保护肚脐的简单方法。教学重点：引导孩子观察图片知道保护肚脐的简单方法，培养幼儿的观察能力及探究兴趣为重点。

教学难点：了解肚脐的来历为本活动难点。

教学准备：肚脐来历的视频课件、各种相关图片（幼儿头部五官照片，幼儿肚脐特写图片，幼儿不盖好被子的图片，抠肚脐、捅肚脐的图片，不塞好内衣的图片）黑板。

教学过程：

一、情境导入，引出主题。（用时3分钟）

1、教师创设给幼儿拍照的活动情景，激发幼儿的兴趣。

2、教师出示幼儿五官图片，引导幼儿观看图片，说说五官。

3、教师出示肚皮特写图片，引导幼儿认肚脐，从而引入本活动主题。【设计意图】：这一环节的设计是通过给幼儿照相这种喜闻乐见的方式激发幼儿探究的兴趣。有了兴趣就有了探究的动力，从而为探究肚脐的来历做好了铺垫。而且先让幼儿认五官进而过渡到认肚脐，这样安排既符合幼儿的认知特点又遵循幼儿的探究规律。

二、课件展示，探究新知。

1、教师活动：提问：“肚皮上的洞洞是怎么来的啊？”。幼儿活动：幼儿自由发言，说出奇思妙想。

2、教师活动：教师放课件引导幼儿观看课件。幼儿活动：幼儿认真看图片和视频。教师活动：教师提问：我们还在妈妈肚子里的时候，有一根长长的什么连着我们和妈妈呢？等我们出生后，护士阿姨把这根管子给怎么样了呢？

幼儿活动：幼儿回答。

教师活动：教师再次展示，边放课件边讲解肚脐的来历。幼儿活动：幼儿边看课件边听讲解，巩固了解肚脐的来历。

3、教师小结：哦！原来我们的肚脐就是这样来的啊！我们还在妈妈肚子里的时候，有一根长长的管子从妈妈的身体里吸收营养。我们出生以后呢，就要把这根管子从肚皮这剪断，剪断以后就留下一个洞洞，这就是肚脐。【设计意图】：这一环节先让幼儿经历猜测的过程，对于幼儿的猜测教师要及时给予鼓励和评价，幼儿的探究能力在这一环节得到了锻炼，然后再通过直观、生动、形象的多媒体展示，让幼儿了解肚脐的真正来历，从而使幼儿掌握了本次活动的重点内容。

三、拓展思维，健康教育。

1、教师活动：教师引导幼儿观察肚脐。幼儿活动：幼儿摸肚脐，说肚脐。

2、教师活动：出示对比图片。（不盖被子露肚皮的、不塞好内衣的、抠、捅肚脐的）

幼儿活动：幼儿观察。说说这样做会怎么样？

3、教师活动：引导幼儿通过贴图片认识保护肚脐的正确和错误的做法。幼儿活动：幼儿观察图片，并按正确和错误分类贴到黑板上。教师幼儿共同检验图片贴得是否正确。

4、教师提问：说说如何保护肚脐？ 幼儿活动：幼儿讨论、交流并汇报。

5、教师幼儿共同小结保护肚脐的方法：小朋友们说的真好，大小便后、起床后一定要把内衣塞好，晚上睡觉一定要把肚子盖好，不要让肚脐着凉、受冻。另外，不能挖肚脐，用别的东西捅肚脐，这样我们就不会生病了。

【设计意图】：这一环节的教学设计是在幼儿了解肚脐来历的基础上，让幼儿通过观察、对比、讨论图片内容，知道保护肚脐的简单方法，不仅突破了本活动的难点，也锻炼了幼儿的观察能力和语言表达能力。

四、加强巩固，课下延伸。

1、教师活动：教幼儿学习保护肚脐的儿歌。幼儿活动：幼儿学习儿歌。

2、教师小结：今天，我们不但认识了肚脐，还知道了肚脐是怎么来的，还知道了保护肚脐的方法，你们真棒！

3、课下延伸：把学到的知识将给周围小朋友听。

【设计意图】这一环节通过儿歌的形式让幼儿把保护肚脐的方法掌握的更牢固，并通过边数儿歌边律动边拍手的形式把本活动推向一个高潮，小结部分让幼儿疏理一下在本次活动中的收获。把活动内容从活动中融入到幼儿的生活中，力求达到完美的效果。

预期效果：

本活动的教学设计不但体现了《纲要》的新理念，而且符合幼儿的年龄特点和认知结构，教学思路清晰，教学准备充分，教学手段多样，教学策略有效，我相信一定能很好的完成预设的教学目标和教学任务，并达到满意的教学效果。尽管对教学过程做了种种预设，但在实际教学过程还要随机应变，用教师机智应付活动中出现的各种问题。